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WORKPLACE EMPLOYABILITY SKILLS PROJECT

REPORT TO THE ARIZONA SKILL STANDARDS COMMISSION

“LISTENING TO THE VOICES OF ARIZONA BUSINESS & INDUSTRY”

MAY 24, 2011

Sponsored by Arizona Department of Education Career and Technical Education Division in partnership with ASU Workforce Education and Development Office

and Corporate //Education Consulting, Inc. in conjunction with Arizona Chamber of Commerce & Industry

and Arizona Joint Technological Education Districts

The New Workplace Skills were adopted by the Arizona Skill Standards Commission

July 17, 2011.

The contents of this publication were developed with funds allocated by the U.S. Department of Education under Carl D. Perkins Career and Technical Education

Act of 2006 P.L. 109-270. These contents do not necessarily represent the policy of the agency, nor should endorsement by the federal government be assumed.

ARIZONA SKILL STANDARDS COMMISSION

ARIZONA STATE WORKFORCE EDUCATION DEPARTMENT OF EDUCATION AND DEVELOPMENT OFFICE JULY 2011 JOHN HUPPENTHAL, Co-Chair Superintendent of Public Instruction

DON ADAMS Director, Human Resources Basha’s BRANDON AMES CEO ABLE Info. Technologies JESSE ARY Realtor HomeSmart, Inc. DEBORAH BATEMAN Exec. Vp, Specialty Banking & Mkting National Bank Of Arizona BETSEY BAYLESS CEO Maricopa Integrated Health Sys. ART BROOKS President & CEO AZ Broadcasters Assn. JIM CAMPBELL President QWest AZ SUSAN CARLSON Executive Director AZ Bus. & Educ. Coalition JON CHERRY V.P. Environ., Legal & External Rel. Resolution Copper MARK DOBBINS Senior V.P. SUMCO Phoenix KENNY EDWARDS Manager Learning & Dev. Salt River Project SCOTT ELLISON General Mgr., AZ. Operations Turner Construction Company SYBIL FRANCIS Executive Director Center For The Future Of Arizona JEFFREY FREEMAN Director, Bus. Partnerships Honeywell REBEKAH FRIEND Exec. Dir., Sec’y/Treasurer Arizona AFL-CIO ERNEST GARFIELD Interstate Bank Developers, Inc. RUFUS GLASPER Chancellor Maricopa Comm. Colleges MARYANN GUERRA President Catapult BioAccel GLENN HAMER President & CEO AZ Chamber of Commerce & Industry WILLIAM C. HARRIS President & CEO Science Foundation Arizona LINDA HUNT President St. Joseph’s Hosp. & Med. Center DEBBIE JOHNSON President & CEO AZ Hotel & Lodging Association

CAROLYN WARNER, Co-Chair President, Corporate//Education Consulting, Inc.

MAXINE M. JONES

President AIMCO Precision, Inc

Sec’y, AZ Tooling & Machining Assn

JIM KLINKER Chief Administrative Officer AZ Farm Bureau Federation

PAUL KOEHLER

Director, Policy Center WestEd

T.J. MARTIN

Commander Phoenix Police Dept.

BOB MAYO

Managing Partner Roy’s Marriott Desert Ridge

SHIRLEY L. MAYS

Dean Phoenix School of Law

CATHY MCKEE OLESEN

Senior V. P. ( Ret.) General Dynamics C4S

KARLA PHILLIPS

Educ. Policy Advisor Office of the Gov.

DOUG PRUITT President & CEO

Sundt Construction

PAT QUINN President (Ret.) QWest Arizona

KNOX RAMSEY

President Valley Auto Dealers Assn.

THOMAS REDICKS

Adv. Bd. Member, Pima Cnty JTED President, Tutorlink, LLC

OMAR SAYED

Former CEO

JOSEPH SHELLEY Commander

Mesa Police Department

DONALD G. SHROPSHIRE President Emeritus

Tucson Medical Center

MARTIN L. SHULTZ VP. Gov’t Affairs (Ret.)

Pinnacle West Capital Corp.

LEANN SWANSON VP. Educ. Serv.

AZ Hosp. & Healthcare Assn.

TOM TYREE Member, State Board of Ed

Superintendent, Yuma County Schools

MORRISON WARREN Senior V. P. Chase Bank

MARYANNE WEISS

President Gustare LTD.

JAMES ZAHARIS

V.P. For Educ Greater Phx. Leadership, Inc.

As Co-Chairs of the Arizona Skill Standards Commission, we are acutely aware of the inter-relationship between education and economic development in our state. We know that our schools cannot ultimately succeed without the support of our citizens, and the future of Arizona’s economy cannot ultimately succeed without a trained and literate workforce. This is the philosophical underpinning for the work of the Commission.

In a major step forward in accomplishing this goal, Career and Technical Education (CTE) students who complete CTE programs approved by the Arizona State Board of Education/ Vocational and Technical Education are now required to past an industry-validated assessment of the skills that are taught in these programs. At this point, we are well on our way toward full implementation of these assessments – statewide, on-line and in real time – in 51 CTE approved programs. Students who complete the approved programs and pass the assessments receive certificates of skill attainment and transcripts that reflect these skills.

But the Arizona employers who have validated the technical skills that are now being measured have told us loud and clear that, while an employee’s proven technical skills are essential, they are not enough. No matter how proficient in the technical skills of a job – regardless of the business or industry – an employee who lacks the ability to communicate, collaborate, think, and demonstrate a work ethic that supports the goals and culture of the organization is not likely to get or keep, let alone advance in, a job.

In order to best determine just what these “essential workplace employability skills” are in the real world workplaces of 21st century Arizona, we recently conducted eleven statewide forums in which Arizona employers – large and small – told us the employability skills that were most important to them. From these sessions – “Listening to the Voices of Arizona Business and Industry” – we have distilled what we learned into a set of nine standards and supporting skills, from which assessments will be developed and administered to students who complete Career and Technical Education programs. This report contains the summary of our findings as well as a complete compilation of responses from each of the Forums. We invite and encourage your review of this impressive report.

To the Arizona Chamber of Commerce and Industry, the superintendents of Arizona’s joint Technical Education Districts, and to participating employers, chambers of commerce, economic development organizations, workforce training providers and local and county government officials, we express our thanks and gratitude for their participation and support. We are all partners in helping to ensure a bright future for our state, and we are counting on your continued involvement as we go forward.

Sincerely,

John Huppenthal Carolyn Warner

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WORKPLACE EMPLOYABILITY SKILLS PROJECT COLLABORATORS ARIZONA DEPARTMENT OF EDUCATION

The Honorable John Huppenthal, Superintendent of Public Instruction Dr. Lillie Sly, Associate Superintendent, Educational Services and Resources Barbara Border, Deputy Associate Superintendent, State Director Career & Technical Education

ARIZONA CHAMBER OF COMMERCE & INDUSTRY

Glenn Hamer, President and CEO

ARIZONA JOINT TECHNICAL EDUCATION DISTRICTS (JTED) (in chronological order of Focus Group Meetings)

WESTERN MARICOPA EDUCATION CENTER (WESTMEC) Greg Donovan, Superintendent Diane McCarthy, Director, Business Partnerships

PIMA COUNTY JOINT TECHNICAL EDUCATION DISTRICT (PCJTED) Dr. Alan Storm, Superintendent Curt Bertelsen, Director of Professional Development

EAST VALLEY INSTITUTE OF TECHNOLOGY & EAST VALLEY CTE DIRECTORS (EVIT) Dr. Sally Downey, Superintendent James Fisher, Principal Trisha Guerrero, Culinary Director

and Mark Hamilton, CTE Administrator, Gilbert Public Schools, representing East Valley CTE Directors

CENTRAL ARIZONA VALLEY INSTITUTE OF TECHNOLOGY (CAVIT) Mike Glover, Principal

COCONINO ASSOCIATION FOR VOCATIONS INDUSTRY & TECHNOLOGY (CAVIAT) Jac Heiss, Superintendent

MOUNTAIN INSTITUTE JOINT TECHNICAL EDUCATION DISTRICT (MIJTED) Dr. Ray Polvani, Superintendent

VALLEY ACADEMY FOR CAREER & TECHNICAL EDUCATION (VACTE) Dr. Marv Lamer, Superintendent

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WESTERN ARIZONA VOCATIONAL EDUCATION (WAVE) Betsy Parker, Superintendent and Mohave / La Paz Local Workforce Investment Board Youth Council

NORTHERN ARIZONA VOCATIONAL INSTITUTE OF TECHNOLOGY (NAVIT) Matt Weber, Superintendent

COBRE VALLEY INSTITUTE OF TECHNOLOGY (CVIT) Pete Guzman, Superintendent Dirl Cole, Program Coordinator Mike O’Neill, Globe Schools Melissa Rabago, Community Outreach Coordinator, Resolution Copper Mining

COCHISE TECHNOLOGY DISTRICT (CTD) Joel Todd, Superintendent

Supporting JTEDs

GILA INSTITUTE FOR TECHNOLOGY (GIFT) Troy Thygerson, Superintendent

NORTHEAST ARIZONA TECHNOLOGICAL INSTITUTE OF VOCATIONAL EDUCATION (NATIVE) Karen Lesher, Superintendent

YUMA COUNTY

Dr. Marcus Johnson, Dean, Arizona Western College CTE Division Tom Tyree, Superintendent, Yuma County Schools Julie Engel, President/CEO, Greater Yuma Economic Development Corp Ken Rosevear, Executive Director, Yuma County Chamber of Commerce

CITY OF PHOENIX – WORKFORCE CONNECTION DIVISION

Cynthia M. Spell Tweh, Deputy Director, Community and Economic Development

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WORKPLACE EMPLOYABILITY SKILLS PROJECT TEAM

DR. CAROLYN WARNER

Co-Chair, Arizona Skill Standards Commission President, Corporate Education Consulting, Inc.

DAVID BOLGER Partner/COO

Corporate Education Consulting, Inc.

DR. MELANIE OHM* Special Initiatives

Workforce Education and Development Office University College, Arizona State University

DR. MARGARET A. MANGINI*

Executive Director Workforce Education and Development Office

University College, Arizona State University

ARIZONA DEPARTMENT OF EDUCATION CAREER AND TECHNICAL EDUCATION AD HOC COLLABORATORS: DEFINITIONS AND STANDARDS

BARBARA BORDER

Deputy Associate Superintendent

HELEN BOOTSMA Education Program Director

DENNIS FISCUS Education Program Director

CONSULTANTS TO THE PROJECT

DR. JOYCE MALYN-SMITH AND JOSEPH IPPOLITO Education Consultants

*Report co-authored by Melanie Ohm and Maggie Mangini

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ACKNOWLEDGMENTS

THE PROJECT TEAM is deeply indebted to the following collaborators without whom

the regional focus groups would not have been possible: the leadership of the Arizona Department of Education, the Arizona Chamber of Commerce and Industry, the Joint Technical Education Districts, Yuma County, and the City of Phoenix Workforce Connection Division.

THE PROJECT TEAM sincerely thanks the almost 250 Focus Group participants, noted

by name, title, and industry in Appendix 6, who generously shared perspectives on critical workplace skills needed for employment in the broad spectrum of Arizona business and industry. It is your “voices” that have given rise to this report regarding Arizona’s new workplace skills and the dynamics of Arizona’s new workplace.

THANK YOU for letting us listen.

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TABLE OF CONTENTS

Workplace Employability Skills Project Collaborators .............................................................................. i

Workplace Employability Skills Project Team ........................................................................................ iii

Acknowledgments ................................................................................................................................. v

Introduction .......................................................................................................................................... 1

Background ........................................................................................................................................... 1

Project Launch ....................................................................................................................................... 1

Arizona Statewide Focus Groups ........................................................................................................... 2

Critical Workplace Employability Skills ................................................................................................... 3

Documentation of Survey Results and Focus Group Dialogue ................................................................ 3

Quotes from our Notes .......................................................................................................................... 4

Prioritization of the Skills ..................................................................................................................... 12

Development of the Standards as Skill Sets.......................................................................................... 14

Arizona’s New Workplace Skill Conceptualization ................................................................................ 15

The Dynamics of Arizona’s New Workplace ......................................................................................... 16

Draft Standards and Measurement Criteria ......................................................................................... 16

Moving Forward .................................................................................................................................. 19

Conclusion ........................................................................................................................................... 19

Arizona Skill Standards Commission ....................................................................................... Appendix 1

Presentation and Facilitated Dialogue ................................................................................... Appendix 2

Emerging Critical Workplace Skills ......................................................................................... Appendix 3

Workplace Employability Skills Initiative ................................................................................ Appendix 4

Focus Group Schedule ........................................................................................................... Appendix 5

Focus Group Participants ....................................................................................................... Appendix 6

Critical Workplace Employability Skills ................................................................................... Appendix 7

Composite Survey Results...................................................................................................... Appendix 8

Qualitative Data Analysis of Focus Group Responses ............................................................. Appendix 9

Bibliography ........................................................................................................................ Appendix 10

INTRODUCTION

Workplace employability skills (“soft skills”) are critical to getting and keeping a job. While technical skills and “know how” are also critical, technical skills are almost always required by employers in combination with “soft skills” as they hire and keep employees on the job. The rapidly-changing world of work is prompting a new look at what employers expect for workplace employability.

This report recounts what was heard while “listening to the voices of Arizona business and industry.” The workplace employability skill definitions, conceptualization, and standards presented in this report are products of the dialogues with a broad spectrum of Arizona employers. BACKGROUND

The members of the Arizona Skill Standards Commission (APPENDIX 1), from its inception in 2007, have been committed to the establishment and ongoing development of the Arizona Career and Technical Education (CTE) Assessment System. Because of both federal and state mandates, the Arizona Department of Education (ADE) through the Career and Technical Education (CTE) unit must annually report student attainment of technical skills in accordance with the approved state plan. Therefore, the Commission’s initial focus has been on measuring technical skill attainment. In partnering with Arizona State University (ASU) / Workforce Education and Development Office (WEDO), ADE/CTE has, to date, criterion-referenced assessments of industry-validated technical skill standards in 51 CTE programs. Development is continuing to address technical skills in all Arizona CTE program areas.

The Arizona Career and Technical Education Assessment System was envisioned and designed to be comprehensive, flexible, and expandable as emerging programs were added, as additional modalities of assessment became feasible, and as new needs of the Arizona workplace were identified. Employability and workplace skills have historically been included in Arizona career and technical education programs. Gaining employment for entry-level workers and sustaining employment by proving worth in the workplace have been high priorities for Arizona CTE educators. Yet with the hue and cry across America for preparing a “highly skilled workforce” with “21st

century skills,” for “the new workplace,” much has been left undefined and ambiguous.

PROJECT LAUNCH

In July 2010, Dr. Joyce Malyn-Smith, a renowned consultant from the Education Development Center in Newton, MA, first spoke to the Commissioners in Tucson, AZ at the Annual Joint Meeting with the Stakeholders Committee. At that time, she shared new and ongoing research regarding new skills required in the workplace. She gave vivid examples of the need for employees to exhibit “deeper” expert thinking and to be able to work in teams, often online and even geographically distributed across the globe. Piquing the interest of the Commission, Dr. Malyn-Smith returned in October with her colleague Joe Ippolito for a presentation and facilitated dialogue with the Commission (APPENDIX 2).


REPORT TO THE ARIZONA SKILL STANDARDS COMMISSION


Arizona Workplace Employability Skills Project 2010-2011

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This initial dialogue was captured and posted “on the walls” and later categorized into emerging skills categories. While there was expressed concern for retaining “basic skills,” there was also much dialogue regarding “new expectations” and “evolution” to the rapidly-changing world of “workplaces.” One Commissioner succinctly summed up the situation: “If we can’t DEFINE it, we can’t MEASURE it, and we can’t MANAGE it.” Another Commissioner quickly followed with the question, “How do we teach this?” The October session ended with the Commissioners completing a survey regarding “emerging, critical workplace skills” (APPENDIX 3). The compilation of Commissioners’ survey results quantified three dimensions: presence, importance, and frequency. Overall, on the basis of both the dialogue and the survey results, it appeared that the skills initially posited to the Commissioners as “emerging” were actually present, needed, and valuable to workers for both gaining and keeping employment and to employers for the future success of their enterprises. It was from this platform that the regional focus groups were conceived, designed, and implemented to ensure that the “voices” of a broad spectrum of Arizona Business and industry would be included in defining and developing standards for workplace employability skills for Arizona.

ARIZONA STATEWIDE FOCUS GROUPS

THE ARIZONA DEPARTMENT OF EDUCATION CAREER AND TECHNICAL EDUCATION DIVISION and ARIZONA STATE

UNIVERSITY WORKFORCE EDUCATION AND DEVELOPMENT OFFICE with CORPORATE EDUCATION CONSULTING, INC. (CECi) coordinated efforts with THE ARIZONA JOINT TECHNOLOGICAL EDUCATION DISTRICTS (JTEDs) and ARIZONA

CHAMBER OF COMMERCE & INDUSTRY to convene eleven regional focus groups over a 6-week period to identify workplace employability skills and collect information about their importance and frequency of use in the workplace from the perspective of Arizona business and industry leaders (APPENDIX 4). Nine meetings were hosted by eleven JTEDs and their local Chambers of Commerce, one by Arizona Western College, and a final meeting convened by City of Phoenix Economic Development Department (APPENDIX

5). While Carolyn Warner, former Arizona Superintendent of Public Instruction, business owner and co-chair of the Arizona Skill Standards Commission, presided over nine of the meetings, Glenn Hamer, President and CEO of the Arizona Chamber of Commerce & Industry and David Bolger, COO of CECi, each chaired a focus group. THE WORKPLACE EMPLOYABILITY SKILLS PROJECT FOCUS GROUPS included representation from approximately 100 Arizona businesses and industries in addition to education and workforce development sector participation for a total documented attendance of 246 (APPENDIX 6).

Total 246

Business/Industry 104

Workforce Development 40

Education/Other 102

Participation Statewide


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CRITICAL WORKPLACE EMPLOYABILITY SKILLS

The skills used to spark participation during the focus groups were identified at the October 20, 2011 meeting of the Arizona Skill Standards Commission (APPENDIX 7) as skills required for workplace/economic success in a global knowledge and innovation economy enabled by technology. Seven emerging skills were brought to the Commission in October, and an additional four skills were added to the focus group survey in response to the Commissioners’ comments: collaboration, legal and ethical practice, professionalism, and initiative and self direction.

THE ORIGINAL ELEVEN AS IDENTIFIED FOR THE FOCUS GROUPS

DIVERGENT AND CRITICAL THINKING, PROBLEM SOLVING, DECISION MAKING (Expert Thinking) COMPLEX COMMUNICATION (Person-to-person interaction, knowledge transfer) CREATIVITY AND INNOVATION (Generating/developing new ideas, products, processes) CULTURAL COMPETENCy (Interacting with diverse groups/individuals for common purposes) SOCIAL NETWORKING FOR BUSINESS (Social media tools for branding, networking, customer service) WORKING ONLINE IN GEOGRAPHICALLY DISTRIBUTED TEAMS (Global work in virtual spaces) VISUAL, PATTERN-BASED THINKING, INVOLVING MATH AND QUANTITATIVE PROCEDURES (Computational Thinking) COLLABORATION (Communicating, planning, and implementing activities cooperatively with others) LEGAL AND ETHICAL PRACTICE (Acting within the rules of conduct for business) PROFESSIONALISM (Standards of behavior in the workplace) INITIATIVE AND SELF DIRECTION (Controlling, guiding, and managing one’s own activities) DOCUMENTATION OF SURVEY RESULTS AND FOCUS GROUP DIALOGUE

The survey instrument (APPENDIX 7) was modified based on feedback from the Arizona Skill Standards Commission in October and enabled the project team to collect information in three areas: 1. Presence: To what degree are these skills present2.

in your workplace? Importance: How important are these skills to the future success

3. of your business/industry?

Frequency: Once adopted, how frequently

do you anticipate workers in your business/industry would use these skills?

A total of 148 surveys (73 Business/Industry, 25 Workforce Development, 50 Education), addressing the original eleven skills, were returned from all focus group. Data were tabulated separately for each regional focus group, as well as collectively. The composite results are expressed in charts and tables by skill set and sector (APPENDIX 8). For example, the results for Complex Communication bridge two

pages and provide responses to the questions noted above in a set of Composite graphs side by side with the segmented responses from Business & Industry, Workforce Development, and Education sector participants.

050

100150200

Total Business/Industry Workforce Development

Education/Other

Num

ber o

f Sur

veys

Sector

Surveys by Participating Sector


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Focus group dialogue notes were coded and tabulated by the project team using the original set of eleven skills plus those topics or themes that emerged during the focus groups, including flexibility/adaptability, financial literacy, generational culture, organizational culture, customer service, and issues of implementation (APPENDIX 9). Both survey and focus group dialogue data brought trends and patterns to light. This information, considered with other research nationally and globally (APPENDIX 10), resulted in a rich resource of concepts and ideas for drafting the workplace skill framework, standards, and performance objectives. QUOTES FROM OUR NOTES

Complex Communication Complex communication is important – transfer of knowledge is complexity, essential to a team.

Technology adds layers of complexity.

Person-to-person knowledge transfer

Communication is the foundation. If asking questions is encouraged, it improves the dialogue and builds relationships. It’s not just speaking – it’s INTERACTING. Complex is good. Looking at kids and generations, we need to allow them to use the tools they’re comfortable with

AND expect them to be on time, ask questions, etc. Kids communicate so well via texting and Facebook but not one on one. ..Maybe we should start

doing interviews with us texting!

Communication skills, when not engrained early enough, are difficult to transfer into other areas. It needs to be a part of them. INTEGRATED.

Time is money – ours and yours – an inability to measure and move materials properly and an inability to COMMUNICATE have consequences for time and profitability.

Communication is cultural and requires adaptation and research. Systems thinking “wisdom” ties into complex communication – timing, guiding, mentoring, looking to

the future. For example, hospitals – how will reforms affect them? and affect career development in nursing? The majority of nurses presently work in hospitals but will need to transition to outpatient care and community education. “Complex Care” will require collaboration with other services without “silos.”

We have 4 tribes in La Paz, as well as Hispanics and others – different languages are a challenge. Verbal and body language need to be understood.

Collaboration in this environment? Culture [understood] as generational and ethnicity. Includes technology, tension around practices for communication and styles.

Computational Thinking Computational thinking is an essential workplace skill – math overlaid with critical thinking. “How to

connect the dots.”

Pattern-based thinking for problem solving, innovation

Understanding systems is extremely important in healthcare – [recognizing] the heart as part of the body.

Critical thinking component – listening, analyzing, assessing, categorizing then problem solving and decision making. This is Systems Thinking – gathering a body of information and processing it to get to a solution.

An understanding of how their work impacts the system is needed. Conceptual and spatial skills are needed!

Creativity & Innovation [If they have] divergent and critical thinking skills with complex communication skills with creativity

and innovation skills – all the other bases are covered.

Generating/developing new ideas, products, processes

It’s important to be on time, be part of a team, to think critically and know how to think outside of the box.


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I’m consumed with my business surviving and a lack in this area among my employees. If employees recognize what it means to have their business on the line, it challenges them to express creativity and innovation.

Creativity and innovation can be negated in the workplace and students need to understand this, and that it [creativity] may stimulate other ideas. It requires persistence and takes time. Perhaps more important is enthusiasm.

Entrepreneurship is more than a movie; it’s the elemental things. Where do I get the supplies? What do I need? How do I pay for it?

As a community we collaborate, doing more with less money, and flexibility is a requirement. Creative ideas need to be acknowledged.

Cultural Competency Our generation and before, people kept jobs for a long time. The expectation now is 15 jobs in 25

years. They don’t

Interacting with diverse groups/individuals for common purposes

want to give and we (Boomers) will

When dealing with people, need to talk eyeball to eyeball first, then phone

not give. Requires cultural competency. Globally, too.

Need to consider that some people do NOT want interactivity. They want the transaction to move quickly, get it done.

Need to teach people across cultures how to relate/communicate with each other. Must recognize and respect differences.

Complex communication includes building in social acculturation and diversity. We now have 4 generations in the workplace. There are barriers within organizations that are in the

way of bringing people together to collaborate – age, race, etc. Probably based in perception. Leaders need to strike down myths, shoot for common goals. These are frequent problems among my clients.

Our company tests for the ability to work with other cultural groups. Our hires may speak French as their first language and need to work hard to communicate in English.

Cultural skills, crossing tribal boundaries. Youth don’t step up and ask until a relationship is developed. Need to be able to shift between home and work.

More emphasis needed on character. Character is not the same in different cultures. Tolerance for diversity has got to be a focus with competing value systems.

Expert Thinking We see a lack of analysis skills, an inability to build an argument.

Divergent and critical thinking, problem solving, decision making

If you think critically, you don’t waste product. Resource management/allocation is a THINKING task. Critical thinking includes knowing your limits. Texas Instruments interviewed 12 graduate students from ivy league schools – none of them got

through the 3 day process because of their lack of ability to TRY, to ask questions, maybe make a mistake.

We learned to apply thinking in a different way. We asked interviewees “How many barbers are there in LA?” The guy who “computed” it on the spot in the interview got the job.

What drove our Auto Industry technicians to be techs? 1. Need to solve problems 2. Need for appreciation 3. $$$

Employees have problems with this; afraid of making a WRONG decision so making NO decision; employees require directions at every step.

Need to let employees make mistakes or they will be afraid to make a decision. ►Need to do this in education. My example of making a decision, maybe not the best one, for the good of the company is as a young employee. I gave away a $1000 sofa to manage company mistakes with a customer.

Example of critical thinking, interacting with customers who have a need We use real world problems, examples: virtual football team, story problems (computational

thinking, problem solving, critical thinking). We need to get through elitism to change how we approach quantitative skills.


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Social Networking for Business I use it to communicate with clients in the workforce.

Social media tools for branding, networking, customer service

Texting, technology overlay of communication, NOT face to face. What fits the audience? I feel at a loss because I don’t use social media. When I bring in someone new, I’m looking for those

skills. Now kids communicate in 140 characters or less. Students can do this. They have no idea how to

TALK to a human being on a phone. We can’t stop the wheels from turning. How can we incorporate it into our workforce? How do we

USE those tools and skills? Economic development is 95% social media. We have to be able to get out the story. Have to stay on top of Social Media because it changes so quickly. People now are choosing where

they eat and go based on info online. Technology vs. face-to-face, skills must be taught. ADD behavior is rewarded. “Move fast and break things” is the Facebook motto. This is our younger

generation at work. Resumes are going to be useless since reputation is built online. Good – bad – none – what’s your online reputation? People that get what’s going on don’t make the decisions and vice versa.

Critical for branding and advertising – we need to keep up with the technology. Second Life is now being used as a virtual world to create business. Pulte is using it. This is the student’s world – they are designing apps for Apple. Youth are not using technology to their advantage at work – generally social use Use of social media is situational. Social networking is a TOOL, not a skill. Has to be directed at communication. It’s engrained in their beings. We have to embrace it because it draws, drives, creates a bigger

audience for us. It’s encouraged for a specific purpose.

Working Online in geographically Distributed Teams Geographically distributed teamwork may occur through open networks like Facebook.

Global work in virtual spaces

Collaboration

Collaboration MORE of a challenge with social media. Technology increases the barriers.

Communicating, planning, and implementing activities cooperatively with others

Example, “Can’t have these 3 people working together – they don’t get along.” ???! Model communication!!!

Collaboration skills are essential, an appreciation that I’m part of a bigger puzzle. The TEAM & COMPANY must show up and be shown.

Collaboration – work together toward common goals, respectful of strengths and weaknesses. All phases of society need this.

An entry level employee is a TEAM MEMBER – employer and employee need awareness. Example, McDonalds entry to ownership

More can be accomplished for the good of the WHOLE if all have their eyes on it. Example, “You are part of the healing process for one person

Teachers and students are being trained TOGETHER, creating collaboration between students and teachers (beyond apprehension to productivity).

[not just dealing with a disease or procedure].” Attitude is worked upon by TEAM.

Collaboration – may have a technical teamwork skill but lack the communicative ability that makes it work.

Team vs. dictatorial leadership – need to recognize value of people we deal with. We are all members of the community in which we live, NOT touch-feely but realistic assessment. This is a part of collaboration.

Legal & Ethical Practice Ethics [of social media] - “Appropriate” use impacts employability, social responsibility.

Acting within the rules of conduct for business

Things are innocently said [social media] that create a lot of problems. Kids don’t understand the ethics behind Facebook. Example, taunting other students electronically.


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Social networking needs restraints in place to be effective for business. Address managing public records, ethics.

Critical to have a conversation about expectations. Example, narcotics were missing and a nurse was identified. She said, “I need help.” You work with a person like that. However, failure to admit such a mistake may have a different result.

Employee honesty is important and changes the consequences for mistakes. Inability to pass a drug screening. We have a lot of training on this. Lack of self-control. Legal and ethical skills are a major issue. Ethics – putting in hours of WORK, finding something to do. Students like collaborating. The #1 issue is ethics. They have no problem stealing. It is socially

acceptable. Not business ethics, just plain ethics. Example, giving subs to friends for a total of $60K for the year – didn’t understand that it was wrong

because he wasn’t taking them himself. Legal and Ethical – this is basic. A job is a privilege. Ethics, values and religion were taught in my

school. [This gen says] “I expect to be treated the way I want to be treated.” Corporations/businesses have taken so much away from the employee that there is no loyalty any

longer, in either direction. Example, Wisconsin cutting pensions. Entitlement vs. Loss (loyalty and resources)

Professionalism(*asterisks indicate multiple comments about the same topic)

Standards of behavior in the workplace

Accountability***is missing from the list. Attitude** Be Present. Basic Skills: Character**, integrity, show up for work! Soft Skills: showing up on time, dependability, maturity, integrity*, communication Appearance: grooming and dressing* Pride in a job well done Separation of personal and professional life. I address dress code first in healthcare. Appearance supports patient trust in their care. Example, Fairchild engineers: VPs would come from NY to the plant. Engineers and workers would

watch drivers sitting out in the heat and decided something needed to change. They started their own company – Intel: dress as you want; work where you want; put in your 40 hours.

What is appropriate for DIFFERENT jobs? example, game store – a nose ring is appropriate. Business etiquette is missing. In testing/evaluating IT systems, Professionalism. They represent our company and first impression is

important. After that, Complex Communication – the ability to receive, digest, process and return communication is essential (our client’s are in Defense, from generals to CEOs).

Example, 24 year old, married with baby, had problem running off mouth. He said the wrong thing to the wrong person. Thought he should be treated special – lost his $50/hour job. We have a no tolerance policy for this kind of behavior. How do you teach Manners?

Appearance matters to a patient in healthcare. Their life is in your hands. This is #1! Professionalism – come to work on time. Because of the lack of discipline, we don’t hire kids

anymore, and the store used to be a training ground. Kids who got mad and walked off the job into the military came back and apologized. We have employees come in late and leave early. They’ve lost the drive of older workers.

Responsibility was something we learned from mothers/fathers. Now people see no consequence in letting other workers down.

We take for granted that kids have some kind of work ethic. Example, a young man did all of the work on his boss’s list, so he went home at 1:00 instead of 5:00.

Basics: speak to people, math, show up on time, dress properly, hygiene – the rest employers want to train.

The psyche of all people is affected by one who doesn’t engage on the job (lazy).


8 May 24, 2011

Initiative & Self-Direction(*asterisks indicate multiple comments about the same topic)

Controlling, guiding, and managing one’s own activities

Timeliness (ability to manage self) Must learn to BE THERE. Initiative & Self-Direction? No. As an employer, I manage their activities.

Lead by example. Initiative and self-direction*, self-motivation Confidence** Respect of self and others** (given and received) Asking has to do with confidence, self-esteem, respect of self and others. Example, college student

went to another department to ask a question – did not ask me! In our organization we measure employees on initiative, to look past the job they’re doing to the next

job. If you don’t know something, go ASK. Can I? Should I? Don’t guess. Leadership is missing. Skills need to be LEARNED and TRAINED. Initiative and self direction. Example, In & Out Burger staff – no one stands over them. They do what

needs to be done when it needs to be done. They are told, “You have the power to do what needs to be done.”

I’m younger, have been in my job 15 years and like it. I see Initiative and Self Direction as a challenge. No one manages my time or schedule – I love it.

Kids need to compete for jobs in THEIR areas of interest. Try to find something that will prepare/lead them to their interest. Don’t disqualify yourself because of lack of training.

Re: lack of ability to take initiative and stay with it. We do a lot of cajoling and use incentives. Where’s the motivation gone? They don’t get that it’s THEIR responsibility.

Accountability needed, young people have entitlement, sense that employer is accountable to them. My bigger concern is students who aren’t driven toward a career. People taking what they can get. We program our students – what to learn and how to learn – and it’s difficult for them to take

initiative, have self-direction. Initiative & Self-Direction have to be the greatest areas lacking across industries. Still is a high

expectation that is not met here. May change 2 gens down the road – and not necessarily tied to a generation but is now a problem. We created/perpetuated entitlement. Job loss/sustainability of self could lead to greater responsibility for self with expectation.

Looking at kids and generations, we need to allow them to use the tools they’re comfortable with AND expect them to be on time, ask questions, etc.

Flexibility/Adaptability

Flexibility and open mindedness – employers with a willingness to work as a team In healthcare, we respect and value all these skills – adaptability, diversity with technology. About one employee – “How adaptable are you to change? Are you willing to learn a truck from one

end to the other and to track everything?” The company helped him transfer skills. National shortage of truck drivers now. Are drivers willing to learn and change to get the work? Cross training – need employees to be able to handle multiple jobs in the company. Flexibility/adaptability – evolution concept, ability to change and be part of change. People need to reconsider strong opinions. There’s a need for flexibility. Retooling, adaptation, flexibility – all skills the millennials are better at than older gens. There’s an

increased need here. Organizations need to create an environment for it. Includes the ability to change quickly and

effectively. It’s critical that employees think “There’s a better way to do this!” Adaptability of self to fulfill the mission of the organization. Flexibility – “that’s not my job.” We focus too much attention on the job description.

Financial industry needs skilled people as CLIENTS. Kids don’t know how to manage $. Financial Literacy

Launch in Life program includes: finances, interviewing techniques, resume writing, knowing individual skill sets, understanding connection between education and quality of life. Also percentages, counting change.


9 May 24, 2011

I’m consumed with my business surviving and lack in this area among employees. If employees recognize what it means to have their business on the line, it challenges them to express Creativity and Innovation (C&I).

AZ Counts conversation: expecting kids to understand year 2 Algebra exponential functions but not showing the application to credit cards and personal finance.

Finances. Need a general business class that teaches the “system” including personal finances. Business is about profitability, and when I contribute, it passes along to me. This is “focused pride.”

How important is financial literacy? It impacts company value and productivity. If people can’t manage their own resources, how are they managing yours?

Can this be a course? There is a critical parental piece here as well. Financial literacy/economics – including personal

(*asterisks indicate multiple comments about the same topic) Generational Culture

Millennial learners – generation differences – respect for workplace and boss vs. working for an experience. Example, will give up a good job to go to Costa Rica and zip line. Difference in expectations.

“I don’t care what I’m going to LEARN. I care about what I’m going to DO.” Parenting is at issue. Generational differences are a form of culture. Example, “teenager” students/teens unreceptive to

ASKING – are we receptive to BEING asked? Our kids are moving into the unknown pull of the future, requiring that WE have a different approach

to their development. We need to be careful about appearance in determining a person’s abilities. Non judgmental. Relationship building* Intergenerational skills Hiring: May present well but does not possess the skills (good “camo”). Address the sense of entitlement Regarding millennials – we need to be cognizant of how WE have come up and not implicate them –

not filtering our perception onto them. Need to have THEIR values understood and recognized. Could a millennial teach me something? What can we learn from each other?

I’m a BABY BOOMER! I get caught up in being judgmental. This bothers me. Our generation and before, people kept jobs for a long time. The expectation now is 15 jobs in 25

years. They don’t want to give and we (Boomers) will not give. Entitlement – “I deserve that job.” Shouldn’t have to work for it/earn it. People re-entering have gone through transition, often undergone new training. They’re terrified of

making a mistake and losing their job. “World awareness” is lacking. Kids don’t know where they are and how they got there. Example of son not knowing where he was to tell Dad how to get there to pick him up. This is true with the young people at my company.

My daughter has “keyboarding” skills – we had “penmanship.” I had to back off of her bad penmanship when I realized that I don’t write very often myself.

The company Tenacity is a business based on expectations. Mutual expectations are set or we go our own ways. The easiest way to avoid a fight is to make a good hire. Better to walk away from an offer. Need to teach kids how to articulate THEIR expectations.

We can’t stop the wheels from turning. How can we incorporate it into our workforce? How do we USE those tools and skills?

This is the gap [technology]. Older gen doesn’t get this. Younger gen is tuned in. We need to hire people with these skills. My young staffer keeps me aware of these things.

It’s a middle management problem. MM does not know how to supervise the younger gen. “I’m bored” on the job. In construction, we modified equipment to be more like gaming, then created

a competition to simulate it. Still “I’m bored.” “Is this generational?” “Well, I did it 40 years ago…” (Laughter) What I heard today tells me that employers need to catch up on working with this next generation.

**VITALLY IMPORTANT**


10 May 24, 2011

Most of us don’t even have a fundamental understanding of where our kids are and what they need to learn. Texting – we used to laugh and now it’s essential to us.

ADD behavior is rewarded. “Move fast and break things” is the Facebook motto. This is our younger generation at work.

We now have 4 generations in the workplace. There are barriers within organizations that are in the way of bringing people together to collaborate – age, race, etc. Probably based in perception. Leaders need to strike down myths, shoot for common goals.

I see this a lot between generations. They see that there are different expectations but they want others to value what they value. Example, younger with technology skills.

Gap due to age, value systems, upbringing, challenges we would not imagine in a previous time. Example, movies – there’s a desensitization of our ideas, a layer of callousness and apathy.

Basic skills for entry level jobs are missing. This is generational and economic. We’ve had to look to other countries to supplement our workforce. It takes a year to find a mining engineer.

Need to focus on what motivates the workforce. Our employees are most motivated by Recognition (which is what we sometimes perceive as entitlement). There are subtle nuances in how this is portrayed. They are motivated second by Giveback, third by $$. Example, a young man from Japan started a Give Back program “Socks for Japan.” A letter accompanied each pair of socks with an email address to enable a connection – a personal connection.

Retooling, adaptation, flexibility – all skills the millennials are better at than older gens. There’s an increased need here.

Technical skills not just the issue. Youth need to BE THANKED. What? They get a paycheck! This creates a problem with employer/employee relationship.

When does the employee get to decide how they communicate? Training on “formal” communication and protocols is needed cross-generationally. Relationships at work aren’t as important to them as those outside. This generation wants results now and will try to get them – over you. We have intergenerational workshops with supervisors or nurses at the hospital, covering how

differences in home life, technology have shaped the younger generation differently. Family might be less stable, jobs less stable, or “a better job around the corner.”

We set people up for failure if we don’t tell them our expectations. Organizational Culture

Cross training – need employees to be able to handle multiple jobs in the company. I remember when McDonald’s first opened. They hired all young men who were smiling and happy.

No more. Have we employers lowered our standards? It’s different depending on the business. We must let students understand OUR cultural norms. Employees need to know the history of the business. What are the “signs” of organizational culture? Is there a need to assimilate before change can be made in an organization? Culture includes business and personal (coworkers). Awareness, “leave self behind” to succeed. Young people need to understand an organization’s culture – assess, collect data, ask questions,

make decisions in context – Participation for Success. MTV is a large, global employer that uses technology. Needs are specific to the employer. Corporate culture starts at the top. Even corrections is a business – a city of businesses. I have to be

able to SELL my culture, to staff and inmates, in order for them to BUY it. BUY IN is important. I’ve had to learn to respond to questions. Need to take time to create the culture top down.

Professionalism. Organizational politics is one of the lowest areas of competency. They need to ask “How do things get done in MY organization?” “How do I navigate THIS system?” Need skills for asking questions.

They need to know the “jargon of the job.” It’s the Google effect, seeing how it is elsewhere and wanting to create it for one’s self. “Can I bring

my dog to work?”


11 May 24, 2011

As a COMMUNITY we collaborate, doing more with less money, and flexibility is a requirement. Creative ideas need to be acknowledged.

Styles of administrative management/leadership give mixed signals. In team environments each person is responsible for success.

In management, when WE walk the walk, the attitude is better. It’s an important effort for us. WE pitch in.

At Mohave Correctional we employ 600. They CANNOT bring cell phones into the facility. Doing so may result in termination. FB and twitter are blocked.

Use of social media is situational. Some jobs the “look” is different. Example, Abercrombie & Fitch – flip flops and jeans. They don’t

understand why they can’t look the same in healthcare. Organizational issues Majority of our hires are associate level. We have online courses and employees say, “Who’s going to

pay me to spend time on this?” They want to do it on work time. The more diverse your skills, the more I can use you. They ask, “How much do you make? I want your job.”

(*asterisks indicate multiple comments about the same topic) Customer Service – In Person, Human to Human Interaction

Relationship building* Respect of self and others** (given and received) It’s not JUST speaking, it’s INTERACTING. One on one, one to room, a letter, email – all very different – complex. I understand small business wanting employees to improve in standards because of the CUSTOMER’s

judgment of us through that employee. Communication competency is huge – explanations to customers. In testing/evaluating IT systems, Professionalism. They represent our company and first impression is

important. Communication, personal interaction with customer. Walmart’s new hires are straight from HS. Example, clerk in auto parts store talking on the phone while “serving” me. Example, not answering the phone when talking to a customer. NOT interrupting someone talking on

the phone. Customer service needs to be taught. Example of customer service, a Chandler restaurant provides dark or light napkins to customers

depending on the color of their clothing so that the lint from the napkins won’t show up. Need to be able to have a normal conversation. Now kids communicate in 140 characters or less. Students can do this. They have no idea how to

TALK to a human being on a phone. Example, An auto tech was laid off for lack of people skills, even though he was the MOST productive

tech. We are graded better as a store if sales assistants offer to help find an item outside the store when

not available in the store. This is not the younger gen looking for this. Younger clerks like to go online and do this.

We need them to be thinking about a JOB as part of something larger. Your job is to make sure the customer is happy and the company profits.

Person to person skills – must be able to engage the customer. It’s on the employer to shoot for EXEMPLARY to get at “good” customer service. Technology vs. face-to-face, skills must be taught. Need awareness that people are still purchasing IN PERSON. Need to mix skill sets – employability in a

technical context. A Gallup poll showed that employee engagement led to customer engagement which led to profits

for the firm. Good customer service skills – regardless of all else – are universally important.


12 May 24, 2011

PRIORITIZATION OF THE SKILLS

The next step was to rank the skills in order of importance based on the survey data for “essential,” “very important,” and “important” as is reflected in the following chart.

In addition to the original eleven skills, additional skills and topics were noted by participants in the survey and reappeared with regularity in the tabulated focus notes. These skills were roughly defined and prioritized to serve as a working document. The percentages in parentheses are for importance, as indicated by the percent of employers who consider this skill important, very important or essential, and frequency

, as indicated by the percent of employers who said this skill is used daily in their workplaces.

Employability Skills Definitions (3/2011 Project Team Workshop)

Professionalism (Importance - 100%; Daily – 79%): Standards of behavior in the workplace. Including traditionally recognized issues of: Appearance (dress/accessories, grooming); Time Management (punctuality); Work Ethic (commitment to the goals of the organization); Productivity (focus/time on task); Accountability (taking responsibility for getting the job done); and Attitude (enthusiasm, willingness to learn). It also includes issues that are challenging the traditional notion of professionalism as it affects the 21st Century workplace – such as Making judgments that distinguish between business and personal behaviors; Managing intergenerational communication, Business etiquette.

Initiative & Self-Direction [Importance -100%; Daily – 94%]: Controlling, guiding and managing one’s own activities. Including traditionally recognized expectations related to Motivation based on employer’s needs. It also includes issues that are challenging the traditional notion of initiative as it affects the 21st Century workplace. These focus on current expectations that employees develop ideas and contribute to the intellectual property of the company. Initiative


13 May 24, 2011

and Self –Direction in this workplace includes: Exercising Judgment – when, where, how and to what degree an individual needs to act alone or collaboratively; Exercising Leadership – when, where, how and to what extent an individual takes a leadership role or chooses to serve as a member of a team.

Collaboration [Importance – 100%; Daily – 79%]: Communicating, planning and implementing work activities cooperatively with others in person and/or through the affordances of technology. This includes Recognizing one’s strengths and limits as an effective contributor to a team, complementing the strengths of other team members to achieve common goals. Exercising Cultural Competency (intergenerational/ethnic/gender), engaging in synergistic activities honoring the contributions and drawing on the strengths of all team members.

Complex Communication [Importance – 94%; Daily – 93%]: Exercising competent use of traditional communication skills (reading, writing, speaking, listening) often through new technology in a manner that demonstrates good judgment/sensitivity to various situations, audiences, cultures (Includes Social Networking).

Creativity and Innovation [Importance – 93%; Daily – 58%]: Generating/developing new ideas, associations, products, and processes. Using new technology to identify and solve problems in a manner that reflects an understanding of the business culture and its needs.

Cultural Competency [Importance – 86%; Daily – 66%]: Communicating and interacting (work on projects/tasks) effectively with individuals and groups of cultures different from one’s own, to achieve business/organizational mission, goals and objectives.

Legal and Ethical Practices [Importance – 94%; Daily – 85%]: Acting within the rules of conduct of business. Adheres to social and business boundaries, laws and codes of behavior.

Flexibility/ Adaptability (Emerged): Contributing to organizational productivity by demonstrating a willingness to adapt to changes in business operations and business culture. Demonstrating a willingness to learn new skills and to apply them in multiple job capacities.

Financial Literacy (Emerged): Applying a knowledge of global and personal economics, as well as a recognition of their relationship to each other, to a job.

Generational Culture (Emerged): Assimilating the values, protocols and behaviors that form the foundation of a specific employer (i.e. the business that employs them). Exercising appropriate judgment in terms of: the relationship between work and reward, the use of technology and the distinction between leadership and adherence to business rules.

Organizational Culture (Emerged): Assimilating oneself to a business environment by adhering to the practices a business has adopted to make it productive. Exercising curiosity about the values, mission, decision-making structure and specific jobs that define a business.

In-Person, Human-to-Human Interaction – Customer Service (Emerged): Responding to the needs of customers in a manner that demonstrates attentiveness, politeness and sensitivity.

Divergent and Critical Thinking, Problem Solving, Decision Making (Expert Thinking) [Importance – 96%; Daily – 87%]: Devising solutions to unanticipated job related issues. (I would place the remaining verbs- e.g. assessing, categorizing, recognizing limits- within the rubric for this skill.)

Social Networking for Business [Importance – 79%; Daily – 48%]: Employing social networking skills in a manner that supports business productivity and adheres to business ethics.

Visual Pattern-Based Thinking Involving Math/Quantitative Procedures (Computational Thinking) [Importance – 88%; Daily – 72 %]: Discerning systems of relationships between both spatial renditions and organizational entities.


14 May 24, 2011

Working Online in Geographically Distributed Teams [Importance – 60%; Daily – 29%]: Planning, designing, manufacturing/developing products and services online with team members in different time zones and of varying cultures.

DEVELOPMENT OF THE STANDARDS AS SKILL SETS

All of the aforementioned became part of the draft standards offered in this report. With some reorganization of the concepts, nine standards resulted with a possible framework. The flow of dialogue suggested a couple of ideas to the project team. First, that these skills are interconnected; they occur in relationship to each other. Second, that certain skills are so fundamental as to be necessary for the development of other skills. The team began to conceive of the skills as sets. The draft standard statements reflect this perspective, with communication, collaboration, and thinking addressed as “Core Human Interaction Skills in the New Workplace.” The set of skills indicated as “Developing the New Worker” denote skills that the worker may develop in any work environment, while the “Redefining the New Workplace” skill set is focused on skills that are developed with particular attention to an industry or organization. The Draft Standards and the Conceptualization that follow are based on this framework.

Draft Standards Statements: Arizona’s New Workplace Skills

Core Human Interaction Skills in the New Workplace

1. Complex Communication: Employs complex communication skills in a manner that adds to organizational productivity.

2. Collaboration: Collaborates, in person and virtually, to complete tasks aimed at organizational goals.

3. Expert Thinking: Integrates a mastery of technical knowledge and skills with thinking strategies to create, to innovate, and to devise solutions.

Developing the New Worker

4. Professionalism: Conducts oneself in a professional manner appropriate to organizational expectations.

5. Initiative and Self-Direction: Exercises initiative and self-direction in the workplace.

6. Intergenerational and Cross-Cultural Competence: Interacts effectively with different cultures and generations to achieve organizational mission, goals, and objectives.

Redefining the New Workplace

7. Organizational Culture: Functions effectively within an organizational culture.

8. Legal and Ethical Practices: Observes laws, rules, and ethical practices in the workplace.

9. Financial Practices: Applies knowledge of finances for the profitability and viability of the organization.


15 May 24, 2011

ARIZONA’S NEW WORKPLACE SKILL CONCEPTUALIZATION

The nine skills as sets with Core Human Interaction Skills as foundational to the development of other skills for the Worker in the New Workplace


16 May 24, 2011

THE DYNAMICS OF ARIZONA’S NEW WORKPLACE

Additionally, the dialogue pointed toward the workplace as an increasingly dynamic space with a number of key drivers: rapid technological change, the interaction of multiple generations working side by side, and the pace of innovation, all of which place an increased demand for creativity and innovation on the workplace. This combination of factors constitutes Arizona’s “new” workplace and the need to address workplace skills within the context of these dynamics.

DRAFT STANDARDS AND MEASUREMENT CRITERIA are presented to the Commission for their consideration with this report. The standards and measurement criteria were developed based on the results of the regional focus groups and are open to Commission review in anticipation of Commission adoption in July 2011.

1. Complex Communication: Employs complex communication skills in a manner that adds to

organizational productivity.

• Demonstrates mastery of traditional communication skills in reading, writing, speaking, and listening within organizational contexts.

• Uses technologies and social media appropriately to engage various audiences. • Exchanges knowledge and processes among team members, colleagues, and clients. • Communicates effectively with people of different cultures, generations, and life/work

experiences in different situations.


17 May 24, 2011

2. Collaboration: Collaborates, in person and virtually, to complete tasks aimed at organizational goals.

• Applies personal strengths to enhance the effectiveness of the team. • Builds on strengths and contributions of others to achieve common goals. • Works cooperatively with different cultures and generations. • Optimizes technology to collaborate with others. • Earns trust of partners and team members. • Exchanges essential information among collaborators. • Exercises shared leadership

3. Expert Thinking: Integrates a mastery of technical knowledge and skills with thinking

strategies to create, to innovate, and to devise solutions.

• Recognizes the existence of a problem despite evidence to the contrary. • Engages in continuous learning through inquiry and reflection. • Exhibits expertise by asking relevant questions and listening actively. • Uses multiple thinking strategies, such as critical thinking, divergent thinking, problem

solving, and decision making, to determine a course of action. • Takes action based on confidence in mastery. • Analyzes evidence based on mastery knowledge to solve problems. • Makes a well-reasoned case supported by evidence and mastery knowledge to explain

conclusions.

4. Intergenerational and Cross-Cultural Competence: Interacts effectively with different cultures and generations to achieve organizational mission, goals, and objectives.

• Uses relevant intergenerational and cross-cultural communication that acknowledges differences.

• Honors the contributions of diverse partners and team. • Exercises cultural sensitivity while working in the global marketplace. • Promotes intergenerational understanding through active listening and respectful

communication. • Contributes to an environment that enables different cultures and generations work

together successfully. • Respects generational differences regarding the use of technology at the workplace.

5. Professionalism: Conducts oneself in a professional manner appropriate to organizational

expectations.

• Adheres to organizational protocol, such as behavior, appearance, and communication. • Manages time in accordance with organizational expectations, including punctuality,

productivity, and time on task. • Represents the organization in a positive manner that reflects its mission and goals

accurately. • Performs assigned tasks with a “can do” attitude. • Makes appropriate distinctions between personal and work-related matters. • Produces work that reflects professional pride.


18 May 24, 2011

6. Organizational Culture: Functions effectively within an organizational culture.

• Articulates organizational history, structure and underlying vision, mission, values, and goals. • Meets expectations of the hiring organization regarding time commitment, dress code,

communication protocols, jargon of the job, safety, and business procedures and practices. • Demonstrates skills needed to maintain organization’s expectations, such as teamwork,

positive attitude, interaction with others, chain of command, initiative, informal learning, adherence to safety requirements, and organizational policy and procedures.

• Integrates organizational values in performance of work. • Applies technology to benefit the organization’s culture. • Demonstrates etiquette and manners appropriate to the organizational culture. • Embodies organizational culture in customer service.

7. Legal and Ethical Practices: Observes laws, rules, and ethical practices in the workplace.

• Respects the organization’s physical and intellectual property. • Demonstrates loyalty to the organization, its mission, and its resources. • Reports to supervisor conditions and practices that are harmful to workers. • Adheres to the policies and procedures of the organization. • Follows all applicable local, state, and federal laws. • Takes responsibility for one’s actions in the workplace, such as disclosing personal mistakes

to supervisor. • Manages resources for the good of the organization. • Acts with integrity. • Interacts respectfully with co-workers and customers.

8. Financial Practices: Applies knowledge of finances for the profitability and viability of the

organization.

• Exhibits competence in personal and organizational financial management. • Articulates financial goals and strategies of the organization. • Contributes to organizational profitability. • Acts as a responsible steward of organizational resources.

9. Initiative and Self-Direction: Exercises initiative and self-direction in the workplace.

• Takes action without direction within the boundaries of one’s job. • Exercises leadership and self-direction within organizational structure. • Asks questions and seeks information as needed, exercising curiosity. • Pursues opportunities to learn new skills. • Seeks responsibilities beyond one’s scope of work. • Generates ideas, opportunities, and strategies for the organization, contributing to its

resources and goals, such as intellectual property and improved products and services. • Demonstrates focus and a drive for results. • Assesses consequences of potential actions. • Pursues career advancement opportunities within organization or field • Engages in informal on-the-job learning within the organization. • Adapts to changing conditions/situations and expectations. • Exercises judgment on when, where, how and to what degree one acts alone or

collaboratively.


19 May 24, 2011

MOVING FORWARD

The Workplace Employability Skills Project Team work in the near future includes:

1. Continuing the employers’ role in the process in order to develop sample rubrics that manifest the skills indicated by the draft standards and measurement criteria;

2. Creating a format for contextualized scenarios based on the rubrics for a pilot assessment in spring 2012;

3. On July 17, returning to the Commission to request adoption of the standards, and at that time, providing a demonstration of an assessment rubric and scenarios for one or two skills.

CONCLUSION

“Listening to the Voices of Arizona Business and Industry” has afforded a fresh perspective on the critical skills needed for getting and keeping NOT just a job – but to finding oneself within the ever-changing world of work. In preparing Arizona Career and Technical Education students with a full array of technical AND workplace skills, Arizona, this nation, and, indeed, the world will be better served.

May 24, 2011

Arizona Department of Education and Arizona State University

Arizona Career and Technical Education Skill Standards Assessment System

Arizona Skill Standards Commission

2010-2011

Co-Chairs The Honorable John Huppenthal, State Superintendent of Public Instruction Carolyn Warner, President, Corporate Education, Inc.

Don Adams Director, Human Resources Bashas’ P.O. Box 488 Chandler, AZ 85224 480-855-2013 [email protected]

Jim Campbell President Qwest Arizona 20 E. Thomas Road, 1st

Phoenix, AZ 85012 Floor

602-630-1942 [email protected]

Brandon Ames CEO Able Information Technologies 2915 W. Fairview Chandler, AZ 85224 480-477-0101 [email protected]

Susan Carlson Executive Director Arizona Business & Education Coalition (ABEC) 2630 S. 20th

Phoenix, AZ 85034 Place


Jesse Ary Realtor HomeSmart Inc. 2209 E. Lawrence Road Phoenix, AZ 85016 602-264-9280 (office) /602-743-4783 (cell) [email protected]

Jon Cherry Vice President Environmental, Legal, & External Relations Resolution Copper P.O. Box 1944 Superior, AZ 85273 520-689-3341 [email protected]

Deborah Bateman Executive VP, Specialty Banking and Marketing National Bank of Arizona 6001 N. 24th

Phoenix, AZ 85016 Street


Mark Dobbins Senior Vice President Human Resources and General Affairs SUMCO Phoenix 19801 N. Tatum Boulevard Phoenix, AZ 85050 480-473-6000 [email protected]

Betsey Bayless CEO Maricopa Integrated Health System 2601 E. Roosevelt Phoenix, AZ 85008 602-344-5566 (office)/602-721-4218 (cell) [email protected]

Kenny Edwards Manager, Learning & Development Salt River Project P.O. Box 52025 Phoenix, AZ 85072 602-236-4570 [email protected]

Art Brooks President & CEO Arizona Broadcasters Association 426 N. 44th

Phoenix, AZ 85008 Street, Suite 310


Scott Ellison General Manager, Southwest Operations Turner Construction Company 637 S. 48th Street, First Floor Tempe, AZ 85281 480-557-4700/602-723-2097 (cell) [email protected]

mailto:[email protected]�







May 24, 2011

Dr. Sybil Francis Executive Director Center for The Future of Arizona 541 E. Van Buren, Suite B-5 Phoenix, AZ 85004 602-496-1360 480-335-8533 [email protected]

William C. Harris (Darcy Renfro) President & CEO Science Foundation of Arizona 400 E. Van Buren, Suite 230 Phoenix, AZ 85004 602-682-2800 (office) [email protected]/[email protected]

Jeffery Freeman Director, Business Partnerships Honeywell 1944 E. Sky Harbor Circle M/S 2102-114 Phoenix, AZ 85034 602-365-3786 [email protected]

Linda Hunt (Sharon Rayman) President St. Joseph’s Hospital & Medical Center 350 W. Thomas Road Phoenix, AZ 85013 602-406-3649 (office) [email protected]/[email protected]

Rebekah Friend Executive Director/Secretary Treasurer Arizona AFL-CIO 5818 N. 7th

Phoenix, AZ 85014 Street, #200

602-631-4488 x 225 [email protected]

John Huppenthal State Superintendent of Public Instruction Arizona Department of Education 1535 W. Jefferson, 4th


602-542-5460 (office) 602-989-2100 (cell) [email protected]/[email protected]

Ernest Garfield Interstate Bank Developers, Inc. 8442 N. 72nd

Scottsdale, AZ 85258 Place


Debbie Johnson CTA, President & CEO Arizona Hotel & Lodging Association 1240 E. Missouri Avenue Phoenix, AZ 85014 602-604-0729 X 107 [email protected]

Rufus Glasper (Dr. Maria Harper-Marinick) Chancellor Maricopa Community Colleges 2411 W. 14th

Tempe, AZ 85281 Street


Maxine M. Jones President AIMCO Precision, Inc. Secretary, Arizona Tooling & Machining Assoc. 2362 W. Shangri La Road, Suite 100 Phoenix, AZ 85029 602-254-2187 [email protected]

Mary Ann Guerra CEO BioAccel 1850 N. Central Avenue, Suite 1050 Phoenix, AZ 85004 602-385-3210 (office) / 602-653-5375 (cell) [email protected]

Jim Klinker Chief Administrative Officer Arizona Farm Bureau Federation 325 S. Higley Road, Suite 210 Gilbert, AZ 85296 480-635-3600 [email protected]

Glenn Hamer President & CEO Arizona Chamber of Commerce & Industry 1850 N. Central Avenue, Suite 1433 Phoenix, AZ 85004 602-248-9172 X 115 [email protected]

Paul Koehler Director WestEd, Policy Center 2020 N. Central Avenue, Suite 660 Phoenix, AZ 85004 602-322-7004 – or Lydia 602-322-7005 [email protected]








May 24, 2011

T.J. Martin Commander Phoenix Police Department Elwood Site, Planning & Research 602-262-6166 [email protected]

Knox Ramsey (Mike McAfee) President Valley Auto Dealers Association 4701 N. 24th

Phoenix, AZ 85016 Street

602-468-0888 (office) /602-723-4060 (cell) [email protected]

Bob Mayo Managing Partner Roy’s Desert Ridge 5350 E. Marriott Drive Phoenix, AZ 85054 480-419-7697 (office) /602-793-8249 (cell) [email protected]

Thomas F. Redicks Pima County JTED President TutorLink, LLC P.O. Box 65713 Tucson, AZ 85728 317-281-3176 (best) / 520-749-0715 (direct) [email protected]

Shirley L. Mays Dean Phoenix School of Law 4041 N. Central Avenue, Suite 100 Phoenix, AZ 85012 602-682-6814 [email protected]

Pat Rourke President and CEO Bankers Trust Company 4742 N. 24th

Phoenix, AZ 85016 Street, Suite 165

602-224-2021 (office) /602-316-4223 (cell) [email protected]

Cathy McKee Olesen Senior Vice President (retired) General Dynamics C4S 5850 N. Echo Canyon Lane Phoenix, AZ 85018 602-522-9617 (home) /602-370-3914 (cell) [email protected]

Omar Sayed CEO Succeed Corporation 1201 S. Alma School Road, Suite 17000 Mesa, AZ 85210 480-707-3790 / 480-381-8577 [email protected]

Karla Phillips Education Policy Advisor Office of the Governor 1700 W. Washington Phoenix, AZ 85007 602-542-1462 [email protected]

Joseph Shelley Mesa Police Department 130 N. Robson Mesa, AZ 85201 480-644-2682 (office) / 480-862-5492 (cell) [email protected]

Doug Pruitt (Richard Condit) President & CEO Sundt Construction 2620 S. 55th

Tempe, AZ 85282 Street


Donald G. Shropshire Tucson Medical Center Patio Building 5301 E. Grant Road Tucson, AZ 85712 [email protected]

Pat Quinn President (retired) Qwest Arizona 5521 E. Cholla Street Scottsdale, AZ 85254 602-579-1934 (cell) [email protected]

Martin L. Shultz Senior Policy Director Brownstein Hyatt Farber Schreck, LLP 40 N. Central Avenue, 14th















May 24, 2011

LeAnn Swanson Vice President, Education Services Arizona Hospital & Healthcare Association 2901 N. Central Avenue, Suite 900 Phoenix, AZ 85012-2729 602-445-4300, ext. 4344 [email protected]

Morrison Warren, Jr. Senior Vice President Chase Bank 4031 N. Scottsdale Road, 2nd

Scottsdale, AZ 85251 Floor

480-970-7028 (office) 480-220-2053 (cell) [email protected]

Honorable Thomas Tyree CTE Board Member Arizona State Board of Education Yuma County School Superintendent 210 South First Avenue Yuma, AZ 85364 928-373-1006 [email protected]

Maryanne Weiss President Gustare Ltd. President State of Arizona District - Arizona SCORE 480-419-0393 [email protected]

Carolyn Warner President Corporate Education Consulting, Inc. 2150 E. Highland Avenue, Suite 108 Phoenix, AZ 85016 602-957-7552 [email protected]

Dr. James Zaharis Vice President for Education Greater Phoenix Leadership, Inc. One Arizona Center 400 E. Van Buren, Suite 825 Phoenix, AZ 85004-2268 602-252-5667 [email protected]



May 24, 2011

FACILITATION TEAM Judy Balogh Program Manager Workforce Education & Development Office (WEDO) Arizona State University 411 N. Central Avenue, Suite 300 Phoenix, AZ 85004-2191 602-496-1454 [email protected]

Charles Losh Consultant Workforce Education & Development Office (WEDO) Arizona State University 411 N. Central Avenue, Suite 300 Phoenix, AZ 85004-2191 602-496-1451 [email protected]

David Bolger Partner/COO Corporate Education Consulting, Inc. 2150 E. Highland Avenue, Suite 108 Phoenix, AZ 85016 602-957-7552 [email protected]

Maggie Mangini Executive Director Workforce Education & Development Office (WEDO) Arizona State University 411 N. Central Avenue, Suite 300 Phoenix, AZ 85004-2191 602-496-1450 [email protected]

Helen Bootsma Education Program Director Career and Technical Education Arizona Department of Education 1535 W. Jefferson Street Phoenix, AZ 85007 602-542-5963 [email protected]

Melanie Ohm Special Projects Workforce Education & Development Office (WEDO) Arizona State University 411 N. Central Avenue, Suite 300 Phoenix, AZ 85004-2191 602-496-1456 [email protected]

Barbara Border Deputy Associate Superintendent & State Director, Career & Technical Education Career and Technical Education Arizona Department of Education 1535 W. Jefferson Street Phoenix, AZ 85007 602-542-5358 [email protected]

Lillie Sly Associate Superintendent, Educational Services and Resources Arizona Department of Education 1535 W. Jefferson Street Phoenix, AZ 85007 602-542-3813

Kathy Bowersock Webmaster and Database Career and Technical Education Arizona Department of Education 1535 W. Jefferson Street Phoenix, AZ 85007 602-542-5805 [email protected]

Lynne Bodman Storms Program Coordinator, Senior Workforce Education & Development Office (WEDO) Arizona State University 411 N. Central Avenue, Suite 300 Phoenix, AZ 85004-2191 602-496-1453 [email protected]

Jan Brite Education Program Director Career and Technical Education Arizona Department of Education 1535 W. Jefferson Street Phoenix, AZ 85007 602-542-4365 [email protected]

Evelyn Wiley Program and Project Specialist Career and Technical Education Division Arizona Department of Education 1535 W. Jefferson Street Phoenix, AZ 85007 602-542-2385 [email protected]




1

Arizona Career and Technical Education Skill Standards Assessment System

Meeting

of the Arizona Skill Standards Commission

Wednesday, October 20, 2010 8:30 a.m. – 11:30 a.m.

Board Room 444 ASU Cronkite School of Journalism and Mass Communication 555 N Central Avenue, Phoenix AZ

PRESENTATION AND FACILITATED DIALOGUE

Critical Workplace Skills: Sharing Perspectives

Joyce Malyn-Smith, Director and Joe Ippolito, Senior Project Director Strategic Initiatives in Workforce and Human Development

Education Development Center, Inc., Newton, MA JOYCE MALYN-SMITH PRESENTED a PowerPoint with definitions and examples of “Critical Emerging Workplace Skills” prior to turning the discussion over to Joe Ippolito for facilitation. GENERAL COMMENTS ABOUT INFORMATION PRESENTED

I’m concerned about leaving behind basic skills. A weakness in the young is the inability to interact with people rather than machines. New employees need general Business Etiquette. [Joe] The intent is NOT to lose traditional skills but to ALSO consider emerging skills. Application must be emphasized, must be translated into the real world. The abstraction level of these emerging

skills is high, the headings are academic. [Joe] If these skills are present, how do you see them applied? Young people are instructing managers in new applications. Application in BUSINESS LINGO is important. If we can’t DEFINE it, we can’t MEASURE it, and we can’t MANAGE it. How do we teach this – translating the concept to context? When doing this, what does it look like? There is great value in the collaboration of business and education. I’m disturbed that we’re talking about this as NEW. These are what senior positions are already doing. It’s just

that entry level now needs [these skills] also. [Joyce] The purpose today is to begin initial dialog. Is this list complete? Should something be removed? Are there new skills that will push Arizona to the forefront of skills nationally? Joe and I actually translate the standards into curriculum. Joyce recommended two books about the cultural use of language and space by Howard Hall: The Silent Language and The Hidden Culture. If we knew how to get kids competent with emerging skills, real estate would be in a much better condition. We’re talking about “evolution” not “revolution.” Work skills used to be all that was required in manufacturing –

now need these emerging skills. We need to consider generational patterns and cycles. A technician at a crime scene deals with many forms of technology: camera, gps, pictures and records being sent

by phone/pda at the scene. We’ve lost the Art of Talking, the ability to communicate directly with another human.

Empathy is missing. Technology is developing faster than our ability to adapt to it culturally. I’m a parent of three “technology

experts.” In medicine, residents are training the medical faculty in technology applications. We need examples from various industries in each of these “buckets” [emerging skills].

2

We have 650 hours to teach auto mechanics essential and the soft skills that are a part of Skills USA. We need to introduce this as a first year college course.

In the sciences, it’s about interdisciplinary thinking. ABOUT COMPLEX COMMUNICATION

Social context is important. Young people text rather than talk – “thinking in 140 characters.” Generational communication skills and comfort levels need to be considered. ABOUT EXPERT THINKING

What does “5 years of experience” mean? Knowledge has to be related to application and experience, leading to wisdom. A connected must be made. Just because you can FIND the knowledge doesn’t mean you get to sit in the “big chair.”

Example: purchasing a home – failure to use reasoning about lending No way to teach this IN A CLASSROOM. It comes through experience and is not bestowed by a piece of paper. Interdisciplinary thinking, out of the box, taking information across disciplines AND institutions, remotely

working with others for best diagnosis and treatment in medical community. Example: medication management – calling a team in another state to determine treatment. This is an integration of thinking, information [literacy] and working across disciplines. SOCIAL NETWORKING FOR BUSINESS

This is key today – the “new normal.” Contact with customer MUST BE a priority. A business doesn’t function without a device in the pocket. The key element is PERSONAL contact with a customer. CULTURAL COMPETENCY

Example: an education institution governed by a business – different cultures – demands emotional intelligence and an ability to manage conflict when individuals are being held to another cultural standard.

Business etiquette includes the basics and international concerns. Employees need to be able to shake hands and look another person in the eye.

There’s a difference in expectation from 30 years ago. Young people don’t seem to have an expectation of what a QUALITY answer/solution should be, no feeling of what it means to be “in the ballpark.”

WORKING ONLINE: GEOGRAPHICALLY DISTRIBUTED Example: architects and engineers design and build digitally (this building included by the way). For many of us, “working online” means the office next door! I disabled technology in my building for several

hours each day to force people to communicate.

Emerging Critical Workplace Skills

New skill sets required for workplace/economic success in a global knowledge/innovation economy enabled by technology. Expert Thinking: Solving problems for which there are no rule-based/procedural solutions;

rooted in deep learning experiences and pattern recognition. Complex Communication: Interacting with humans to acquire information, to explain it or

to persuade others of its implications for action. Creativity/Innovation: Mental and social process of generating original ideas, concepts and

associations; and develop new products/services that increase or make more efficient productivity at the workplace.

Cultural Competency: Ability to communicate and interact (work on projects/tasks)

effectively with individuals and groups of cultures different from one’s own, to achieve business/organizational mission, goals and objectives.

Social Networking for Business: Uses new social media tools/resources (blogs, micro-blogs,

video resources e.g. as Youtube..) to build professional, and/or corporate brands and networks; and to serve customers.

Working Online in Geographically Distributed Teams: Designing, developing and producing

products/services in virtual environments when team members (as well as producers/suppliers) are geographically separated.

Computational Thinking: Thinking like a computer scientist. The patterned thinking used to

create new information and solve problems that draws on the routines and procedures embedded in the design of computing tools.

Joyce Malyn-Smith and Joseph Ippolito October 20, 2010

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1 1

PURPOSE AND INTENTIONS ASU Workforce Education and Development Office and the Arizona Department of Education Career and Technical Education Division are sponsoring focus groups across the state means to identify workplace employability skills and collect information about their importance and frequency of use in the workplace from the perspective of Arizona business and industry leaders. Regional Joint Technical Education Districts and Chambers of Commerce, local and state, are hosting, and Carolyn Warner, former Arizona Superintendent of Public Instruction, business owner and co-chair of the Arizona Skill Standards Commission, is presiding over the meetings. Information gathered from the discussion will contribute to the development of workplace skill standards that are responsive to the needs of Arizona across all sectors. The most important voice in the room is the business and industry leader. LOCATIONS AND DATES Geographic segments across the state of Arizona have been identified for focus groups, drawing upon Joint Technical Education Districts (JTEDs) and area Chambers of Commerce as hosts, and positioning the events in such a way as to enable the broadest access for participation by Arizona business and industry. The focus groups are taking place across the state during February and early March 2011.

CONTACTS

DR. CAROLYN WARNER MS. BARBARA BORDER CO-CHAIR, ARIZONA SKILL STANDARDS COMMISSION DEPUTY ASSOCIATE SUPERINTENDENT AND PRESIDENT, CORPORATE EDUCATION CONSULTING, INC. STATE DIRECTOR OF CAREER & TECHNICAL EDUCATION (602) 957-7552; [email protected] ARIZONA DEPARTMENT OF EDUCATION (ADE)

(602) 542-5358; [email protected] DR. MARGARET A. MANGINI EXECUTIVE DIRECTOR WORKFORCE EDUCATION AND DEVELOPMENT OFFICE ARIZONA STATE UNIVERSITY (ASU) (602) 496-1450; [email protected] CONTINUED…

Sponsored by ASU Workforce Education and Development Office in partnership with Arizona Department of Education Career and Technical Education Division

and Corporate //Education Consulting, Inc.

WORKPLACE EMPLOYABILITY SKILLS INITIATIVE 2011 STATEWIDE FOCUS GROUP FACT SHEET


MR. DAVID BOLGER DR. MELANIE OHM PARTNER/COO SPECIAL INITIATIVES CORPORATE EDUCATION CONSULTING, INC. WORKFORCE EDUCATION AND DEVELOPMENT OFFICE (602) 957-7552; [email protected] ARIZONA STATE UNIVERSITY (ASU)

(602) 496-1456; [email protected]

OUTSIDE CONSULTANTS JOYCE MALYN-SMITH AND JOSEPH IPPOLITO EDUCATION DEVELOPMENT CENTER, INC.

INVITATION DRAFT

LISTENING TO THE VOICES OF ARIZONA BUSINESS & INDUSTRY ABOUT WORKPLACE EMPLOYABILITY SKILLS

What workplace skills are essential for your entry level employees?

Which skills do you expect them to develop to continue to be successful in your industry?

Date & Time Location Please join business and industry in your region for a conversation about the skills needed for employment in Arizona. The meetings are sponsored by the Arizona Department of Education Career and Technical Education Division in partnership with ASU Workforce Education and Development Office and hosted by regional Joint Technical Education Districts and Chambers of Commerce, local and state. Carolyn Warner, former Arizona Superintendent of Public Instruction, Arizona business owner and co-chair of the Arizona Skill Standards Commission, will preside over the meeting. Each focus group is 3 hours in length and offers multiple ways to engage the topic of Workplace Employability Skills. Information gathered from the discussion will contribute to the development of workplace skill standards that are responsive to the needs of Arizona across all sectors. As a business owner or industry professional, the most important voice in the room is yours. We look forward to learning from you. RSVP TO

Sponsored by Arizona Department of Education Career and Technical Education Division in partnership with ASU Workforce Education and Development Office

and Corporate //Education Consulting, Inc.

March 11, 2011

Arizona CTE Skill Standards and Assessment System

WORKPLACE EMPLOYABILITY SKILLS PROJECT FOCUS GROUP 2011 SCHEDULE

February 8, 8 – 9:30 a.m. Western Maricopa Education Center 5487 N 99th Avenue, Glendale

February 14, 1 – 4 p.m. Pima County JTED 2855 W Master Pieces Drive, Tucson

February 15, 8:30 – 11:30 a.m. East Valley Institute of Technology 1601 W Main Street, Building 2 (behind flags on entry), Mesa, AZ 85201-6910

February 22, 8:15 – 10:15 a.m. Central Arizona Valley Institute of Technology 1789 W. Coolidge Avenue, Coolidge

February 24, 9 a.m. – noon Combined meeting of Coconino Association for Vocations Industry & Technology Mountain Institute JTED and Valley Academy for CTE @ Cliff Castle Hotel and Conference Center in Verde Valley, Middle Verde Road

March 3, 4:00 – 5:30 p.m. Yuma County

@ Arizona Western College, Building 3C, Yuma

March 9, 9 a.m. – noon Western Arizona Vocational Education @ Mohave Community College, 1977 West Acoma Boulevard, Lake Havasu City

March 10, 11:30 a.m. - 2 p.m., Northern Arizona Vocational Institute of Technology @ Northland Pioneer College, 1001 W. Deuce of Clubs, Show Low

March 15, 5-8 p.m. Cobre Valley Institute of Technology (CVIT) @ Miami High School Library, 4739 E. Ragus Road, Miami

March 22, 8:30-11 a.m. City of Phoenix Economic Development

@ Phoenix Council Chambers Basement, 251 W. Washington, Phoenix

March 24, 1-3 p.m. Cochise Technology District (CTD) @ Cochise College Benson Center, 1025 State Route 90, Benson

Arizona Department of Education in partnership with Arizona State University

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Workplace Employability Skills Project 1 May 15, 2011

Business & Industry Focus Group Participants David Mitchell, State Director, AARP Jean-Marc O'Connor, Executive Recruiter, Aegis Communications Group Don Schmitt, Executive Director, Affiliated Consultants Joe Alley, Owner/Partner, Alley’s Tire Lyndon Denton, Director of Resources, Apache Nitro Products Inc Vicki De Los Reyes, Area Program Supervisor, Arbor Education & Training Anita Payne, Prescott Design Section Leader, Arizona Public Service Co. Mary Jo Magaw, Branch Manager, Arizona State Credit Union Gina Gagen, Program Administrator, Arizona State Prison Kingman Becky Packer, Arizona State Prison Kingman Neil Turner, Warden, Arizona State Prison Kingman Mike McAfee, Director of Education, AZ Automobile Dealers Association Steve Greshem, Manager, Basha's Genti Basha, Branch Retail Executive, BBVA Compass Bank Margie Beach, Owner, Beach Front Communications Kirk Brimhall, General Manager, Brimhall Sand, Rock, & Bldg Jane Bristol, Owner, Bristol Consulting LLC Brenda Fagg, HR, Cascades Tissue Group Arizona Dan Fauth, President, Chicago Title Insurance Company Kenneth Benson, Area Training Manager, Chrysler Training Iris Dobler, HR Manager, City of Cottonwood Edward Farrell, Vice Mayor, City of Maricopa Anthony Smith, Mayor, City of Maricopa Jim Rives, President, City of Maricopa Economic Development Shelly Allen, Assistant Director of Economic Development, City of Mesa George Smith, Former Mayor and Superintendent of Schools, City of Mesa Claude Mattox, Councilman, City of Phoenix Cynthia Spell, Deputy Director, City of Phoenix Pat McCourt, City Manager, City of Willcox Dawn Trapp, Executive Director, Civitan Foundation Trish Lorenzen, Business Clerk, Classy Closets Barbara Hunter, Shelter Program Manager, Colorado River Regional Crisis Center Casey Rooney, President & CEO, Cottonwood Economic Development Council Mark Tufte, Branch Manager, Country Bank Cottonwood Branch Ken Colburn, CEO, Data Doctors Jan Grogan, Owner, Desert Dragons Silk Screen & Promotional Products Roc Arnett, Executive Director, East Valley Partnership Ellen Owens-Summo, Director of Health Education, Empowerment Systems/GVAHEC Ken Goodman, President, Environmental Strategies, Inc. Brian Forstall, General Manager, Forstall & Associates


Anthony Ramirez, Recruiting Manager Freeport-McMoRan Copper & Gold Michael Pastor, Supervisor Dist II, Gila County Tom Norkiewicz, Engineering Group Manager, GM – Yuma Proving Ground Sylvia Hernandez-Moreno, Outreach/Eligibility Coordinator, Goodwill - MWC Julie Engel, Executive Director, Greater Yuma Economic Development (GYEDC) Sandi Reynolds, GV Properties Jason Hatch, Vice President, Hatch Construction Karolyn Ericson, President, InHouse Trainer Services John O'Connor, Service Manager, Inland Kenworth Kadeon Thomas, International Rescue Committee Rob Turnwall, Store Manager, JC Penney Ed Kromer, Engineering Manager, Johnson Controls, Inc Wallace Ricks, Vice President, Mantech Telecommunications Angela Barnes, Trainer, McDonalds (and Sub at San Carlos USD) Mike Mulcaire, Owner, Mike Mulcaire Excavating Don VanBrunt, Chair, Mohave County Youth Council Jerry Howell, Owner, Mountain Paint Center Cyndee Larson, Branch Manager, National Bank of Arizona Cynthia Ogle, VP Leadership Talent Development, National Bank of Arizona Kathy Sandoval, Branch Manager, National Bank of Arizona Tom Hull, O&M II Supervisor, Navajo Generating Station/SRP Jim Mineer, Navajo Generating Station/SRP Camille Smith, HR Manager, Navopache Electric Co-op Jennifer Beam, HR Assistant, Nestle Purina PetCare Company Donna Baker, District Manager, NPG Cable Inc of Lake Havasu City Mike Olsen, Owner, Olsen's Grain Inc. Tim Kanavel, Economic Development Program Manager, Pinal County Economic Development Mandy Labrie, Staffing Coordinator, Red Rock Care & Rehabilitation Monica Denogean, HR Director, Resolution Copper Melissa Rabago, Community Outreach Coordinator, Resolution Copper Gretchen Vorbeck, Owner, Roundtable Leadership Carol Rifon, HR Manager, Salt River Materials/Phoenix Cement Kenny Edwards Manager, Learning & Organizational Development, Salt River Project Darcy Renfro, VP, Director of Stem, Science Foundation of Arizona Brian Bickel, CEO/Administrator SE Arizona Medical Center Alison VanGorp, Pathways Job Developer, SEAGO Cindy Radamaker, Area Director HR, Sheraton Phoenix Downtown Hotel David Molina, Owner, Smart Solutions Dave Godfrey, Counselor/Owner, Snowflake High School/Dirtbuster Drycleaning & Laundry Sharon Rayman, Adjunct Faculty & Student Services, St. Joseph's Medical Center Fred Dorfman, State of Arizona DES Telly Stanger, Mgr of Eco Devel/Agriculture, Sulpher Springs Valley Electrical Coop.


Richard Condit, President/CEO, Sundt Construction Lida Cubillos, CEO, Sunrise Home Facilities Brad Taft, President & Chief Career Strategist, Taft Resource Group Tim O'Malley, Project Manager, The O'Malley Group Nancy Love, Public Works Director, Town of Buckeye Eric Orsborn, Councilman District 6, Town of Buckeye Janet Perry, HR/Community Services Director, Town of Clarkdale Mayor Hing, Mayor, Town of Superior Michael Woodward, Councilman District 5, Town of Surprise Dr. Donald Shropshire, Retired Director, Tucson Medical Center Thomas Redicks, Owner, TutorLink, LLC Deborah Darby, Coordinator, Verde Valley United Way Lee Boettcher, Assistant Manager, Walmart Tracy Stevens, Area Director, WestCare Arizona I, Inc. Jackie Bessler, Yavapai Broadcasting Chip Davis, District 3 Supervisor, Yavapai County Laura Jones, HR Director, Yavapai-Apache Nation Courtney Scott, Yavapai-Apache Nation Mercedes Mendivil, Director, Yuma Private Industry Council Inc (YPIC) Armando Leon, Recruiter, Yuma Regional Medical Center Justin Cook, HR Manager, Yuma Sun Bill Feldmeier, Self-Employed Alex Jacome, Entrepreneur


Education Focus Group Participants

Merle Bianchi, Chief of Staff, Arizona Department of Education Dennis Fiscus, Education Program Director, Arizona Department of Education Tyler Grandil, CTSO Specialist/FFA, Arizona Department of Education Ryan Hamilton, CTSO Specialist/FBLA, Arizona Department of Education John Huppenthal, Superintendent of Public Instruction, Arizona Department of Education Tracy Rexroat, Supervisor, Arizona Department of Education Oleg Schvets, CTSO Specialist, Arizona Department of Education DECA Kym Spitali, ADE CTSO Specialist, Arizona Department of Education FCCLA Jane Shovlin, CTSO Specialist, Arizona Department of Education HOSA Gerry Corcoran, CTSO Director, Arizona Department of Education FEA Carrie O'Grady, CTSO Specialist, Arizona Department of Education SkillsUSA Laure Endfield, CTE Director, Alchesay High School Ruth Solomon, President, Arizona Center for Afterschool Excellence Tanja Eiben, Administrative Assistant, Arizona Western College Marcus Johnson, Dean for CTE Division, Arizona Western College Lynn LaBrie, Dean for Business/Workforce Development, Arizona Western College Jan Snyder, Manager Education Outreach, ASU Engineering Charles Losh, Consultant, ASU Workforce Education and Development Office Bryan Bullington, Principal, Benson High School Michael Wiles, President, Build Up Purpose Jac Heiss, Superintendent, Coconino Association for Vocations, Industry & Technology Christine Mayer, CTE Program Coordinator, Coconino Association for Vocations, Industry & Technology Mike Glover, JTED Director, Central Arizona Valley Institute of Technology Michelle Martinez, CTE Coordinator, Central Arizona Valley Institute of Technology Elizabeth Turner, Educator, Central Arizona Valley Institute of Technology Marty Baca, Board Member, Central Arizona Valley Institute of Technology Alma Farrell, CTE Director Maricopa, Board Member, Central Arizona Valley Institute of Technology Tiffany Brown, MA Preceptor, Central Arizona College Georgia White, Dean, Central Arizona College Lisa Davis, Mesa Counts Director, City of Mesa Rhonda Douglas, Tech Prep Coordinator, Cochise College Joel Todd, CTE Coordinator, Cochise Technology District Lee Vadnais, Community/Corporate Learning Coordinator, Coconino Community College Alex Wright, Community/Corporate Learning Coordinator, Coconino Community College Cecelia Johnson, Superintendent, Coolidge Unified School District Polly Abraham, CTE/Tech Prep, Coolidge Unified School District Sophia Perkovich, Campus President, Cortiva Institute Brenda Tammarine, HR, Cottonwood-Oak Creek School District Cindy Barnes, CTE Director, Cobre Valley Institute of Technology Franceen Benton, Board Clerk, Cobre Valley Institute of Technology Dirl Cole, Program Coordinator, Cobre Valley Institute of Technology Pete Guzman, Superintendent, Cobre Valley Institute of Technology James Fisher, Principal, East Valley Institute of Technology Donna Davis, Outreach/Mobilization Manager, Expect More AZ Nicole Magnuson, Executive Director, Expect More AZ Tracey Celaya, CTE Director, Florence Unified School District Linda O'Dell, Superintendent of Schools, Gila County Mark Hamilton, CTE Administrator, Gilbert Public Schools D.R. Saunders, Marketing Teacher, Hayden High School


Duane Tomlinson, CTE Director, Heber Overgaard Unified School District Shawna Schneikart, CTE Coordinator, Lake Havasu City Unified School District Wade McClean, Former Superintendent, Marana School District Don Covey, Superintendent, Maricopa County Education Service Agency Scott Bartle, Governing Board, Maricopa Unified School District Rick Neilson, Asst. Principal, Maricopa Unified School District Marlo Loria, CTE Director, Mesa Schools Linda Teague, Business Manager, Miami Unified School District Eric Aurand, CTE Academic Chair, Mohave Community College Richard Bettendorf, CTE Coordinator, Mohave Community College Anne Frazier, Admissions Counselor, Mohave Community College Robert Shupe, District Director, Mohave County Library Delores Crawford, Child/Family Therapist, Mohave Mental Health Clinic, Inc. Roger Harlow, Board Chair, Mountain Institute JTED Jeramy Plumb, Program Director, Mountain Institute JTED Ray Polvani, Superintendent, Mountain Institute JTED Linda Morrow, Superintendent of Schools, Navajo County Community Schools Betsyann Wilson, Consultant, Northland Pioneer College Wendell Stevens, CTE/NAVIT Coordinator, Payson Schools Curt Bertelsen, Director of Professional Development, Pima County JTED Tamara Nicolosi, CTE Instructor, Pima County JTED Alan Storm, Superintendent, Pima County JTED Patti Beltram, CTE Director, Peoria Unified School District Mary Jondrow, Director, Pima Santa Cruz Tech Prep Consortium Orlenda Roberts, County School Superintendent, Pinal County Schools Tammy Quetel, CTE Director, Round Valley High School Linda Lopeman, CTE Director, Show Low Unified District Alan Ramage, CTE Director, Snowflake High School Catherine Patterson, CTE Director, St. Johns High School Valerie Garcia, CTE Director, Superior Unified School District Sandy Breece, Superintendent/Founder, Telesis Center for Learning, Inc. Nori Cannell, CTE Director, Tempe Unified High School District Thomas Redicks, Owner, TutorLink, LLC Reyna Pisano, Outreach Coordinator, University of Arizona Pinal Leland Wiewech, Board Member, Valley Academy for CTE Steve Dockray, Board President, Valley Academy for CTE Lois Lamer, Program Director, Valley Academy for CTE Marv Lamer, Superintendent, Valley Academy for CTE Tom Moore, Business Owner, Board Member, Valley Academy for CTE Bobbi Firebush, Program Specialist, WACOG Head Start Betsy Parker, Superintendent, Western Arizona Vocational Education Diane McCarthy, Director, Business Partnerships, Western Maricopa Education Center Dean Petersen, Director of Student Services, Western Maricopa Education Center Stephen Weltsch, Director of Curriculum/Instruction, Western Maricopa Education Center Shelly Cunningham, CTE Director, Winslow High School Linda Buchanan, Community Education Coordinator, Yavapai College - Verde Campus Ginger Johnson, Director, Yavapai College Custom Training Solutions Marcia Jacobson, Grants Coordinator, Yavapai College Foundation Kim Ewing, Division Dean, Yavapai College Public Safety/Workforce Development Patricia Jacques


Workforce Development Focus Group Participants Glenn Hamer, President/CEO, Arizona Chamber of Commerce Marc Jackson, Job Developer, Arizona Women’s Education & Employment, Inc. Lori Schneider, HR, City of Cottonwood Kathy Turner, JOBS Director, City of Flagstaff Kimberly Faust, Sr. Workforce Development Specialist, City of Phoenix Azur Priganica, Employment Specialist, International Rescue Committee Diane Stuart, Manager Employment/Economic Development, International Rescue Committee Tucson Pam Wilkinson, Executive Director, Kingman Chamber of Commerce Ramona Duran, WIA Program Manager, La Paz County Career Center Bonnie Thoi, Director, Maximus Lauren Farshler, WIA Representative, Mohave County Community Services Sherri Heidrich, WIA Program Coordinator, Mohave County Community Services Jen Miles, Workforce Development Manager, Mohave County Community Services Hannah Sagisi, COYOTE Youth Program Coordinator, Mohave County Community Services Dave Wolf, Manager, Mohave County Community Services Rebecca Smathers, Office Specialist, Mohave County Economic Development Mary Mendola, Coordinator, Mohave County One Stop Jen Smith, Director, Mohave Substance Abuse Treatment & Education Prevention Partnership Isabel Ruelas, Mohave Youth Program Deborah Slater, NACOG Jacqui Hedges, NACOG Community Services Leah Angst, Program Specialist NACOG-EWD Rose Toehe, WIA Director, Native Americans for Community Action, Inc. Ann Black, Employee Devel Specialist, North Country HealthCare Krista Menninger, System Recruiter, Northern Arizona Healthcare Elizabeth Flake, BIT Coordinator, NPC Business & Industry Training Philip Popovich, Phoenix Job Corp Mickey Ruxton, Manager, Phoenix Metro Manpower Debra Stevenson, Training Supervisor, Pima County One Stop Leah Hill, Clinical Coordinator, Scottsdale Healthcare Michael Dennis, Arizona Area Manager, SOS Staffing Services Rebecca Muniz, Branch Manager, SOS Staffing Services Leslie Keefer, Program Manager, Southwest Skill Center Loia Gray, Recruiter, Summit Healthcare Mila Lira, Board Member, Superior Chamber of Commerce Cheryl Covert, Coordinator, Town of Buckeye Lizet Torres, Business Development Manager, Tucson Chamber of Commerce Kathy Smith, Executive Director, Willcox Chamber of Commerce and Agriculture Lindsay Henning, Career Readiness Coordinator, Yavapai Office of Workforce Development Muriel Vaughn, WIA Manager, Yavapai-Apache Nation

Workplace Employability Skill Regional Focus Groups 2011 Joyce Malyn-Smith and Joseph Ippolito

CRITICAL WORKPLACE EMPLOYABILITY SKILLS

Skill sets required for workplace/economic success in a global knowledge/innovation economy enabled by technology.

DIVERGENT AND CRITICAL THINKING, PROBLEM SOLVING, DECISION MAKING (Expert Thinking) COMPLEX COMMUNICATION (Person-to-person interaction, knowledge transfer) CREATIVITY AND INNOVATION (Generating/developing new ideas, products, processes) CULTURAL COMPETENCy (Interacting with diverse groups/individuals for common purposes) SOCIAL NETWORKING FOR BUSINESS (Social media tools for branding, networking, customer service) WORKING ONLINE IN GEOGRAPHICALLY DISTRIBUTED TEAMS (Global work in virtual spaces) VISUAL, PATTERN-BASED THINKING, INVOLVING MATH AND QUANTITATIVE PROCEDURES (Computational Thinking)

COLLABORATION (Communicating, planning, and implementing activities cooperatively with others)

LEGAL AND ETHICAL PRACTICE (Acting within the rules of conduct for business)

PROFESSIONALISM (Standards of behavior in the workplace)

INITIATIVE AND SELF DIRECTION (Controlling, guiding, and managing one’s own activities)

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COMPOSITE SURVEY RESULTS


SURVEY RESULTS A total of 148 surveys (73 Business/Industry, 25 Workforce Development, 50 Education), addressing the original 11 skills, were returned from all focus group. Data were tabulated separately for each regional focus group, as well as collectively. The survey instrument enabled the project team to collect information in three areas: 1. Presence: To what degree are these skills present in your workplace? 2. Importance: How important are these skills to the future success of your business/industry? 3. Frequency: Once adopted, how frequently do you anticipate workers in your business/industry would use these

skills? The composite results are laid out on the following pages by skill set and sector. For example, the results for Complex Communication on the next two pages provide responses to the questions noted above in a set of Composite graphs side by side with the segmented responses from Business & Industry, Workforce, and Education Sector participants.

020406080

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Total Business/Industry Workforce Development

Education/Other

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Surveys by Participating Sector

Composite Survey Results

COMPLEX COMMUNICATION Person‐to‐person knowledge transfer

2

Not Present 3 Not Important 1 Daily 129Routine 119 Somewhat 5 Weekly 10Emerging 18 Important 24 Monthly 4Anticipated 1‐2 yrs 6 Very Important 29 RarelyAnticipated 3‐5 yrs Essential 89 Not ApplicableNot Anticipated I Don’t Know I Don't KnowNo Response 2 No Response No Response 5

Survey Count Survey Count Survey CountNot Present 3 Not Important 1 Daily 63Routine 52 Somewhat 3 Weekly 4Emerging 12 Important 11 Monthly 2Anticipated 1‐2 yrs 5 Very Important 18 RarelyAnticipated 3‐5 yrs Essential 40 Not ApplicableNot Anticipated I Don’t Know I Don't KnowNo Response 1 No Response No Response 4

Survey Count Survey CountSurvey Count


3

OMPLEX COMMUNICATION C Person‐to‐person knowledge transfer

Not Present Not Important Daily 22Routine 21 Somewhat 1 Weekly 3Emerging 4 Important 4 Monthly

Anticipated 1‐2 yrs Very Important 4 RarelyAnticipated 3‐5 yrs Essential 16 Not ApplicableNot Anticipated I Don’t Know I Don't KnowNo Response No Response No Response

Survey Count Survey Count Survey CountNot Present Not Important Daily 44Routine 46 Somewhat 1 Weekly 3Emerging 2 Important 9 Monthly 2Anticipated 1‐2 yrs 1 Very Important 7 RarelyAnticipated 3‐5 yrs Essential 33 Not ApplicableNot Anticipated I Don’t Know I Don't KnowNo Response 1 No Response No Response 1

Survey Count Survey Count Survey Count


4

OMPUTATIONAL THINKINGC Pattern‐based thinking for problem solving, innovation

Not Present 8 Not Important 4 Daily 93Routine 104 Somewhat 14 Weekly 34Emerging 25 Important 38 Monthly 5Anticipated 1‐2 yrs 2 Very Important 47 Rarely 8Anticipated 3‐5 yrs Essential 45 Not ApplicableNot Anticipated 3 I Don’t Know I Don't Know 2No Response 6 No Response No Response 6

Survey Count Survey Count Survey CountNot Present 3 Not Important 2 Daily 52Routine 53 Somewhat 6 Weekly 11Emerging 12 Important 17 Monthly 3Anticipated 1‐2 yrs 1 Very Important 24 Rarely 3Anticipated 3‐5 yrs Essential 24 Not ApplicableNot Anticipated 1 I Don’t Know I Don't KnowNo Response 3 No Response No Response 4



5

OMPUTATIONAL THINKINGC Pattern‐based thinking for problem solving, innovation

Not Present 1 Not Important Daily 1

4R ine 15 Somewhat 3 Weeklyout 8Emerging 6 Important 7 Monthly 1Anticipated 1‐2 yrs 1 Very Important 7 Rarely 1Anticipated 3‐5 yrs Essential 8 Not ApplicableNot Anticipated 1 I Don’t Know I Don't KnowNo Response 1 No Response No Response 1

Survey Count Survey Count Survey CountNot Present 4 Not Important 2 Daily 27Routine 36 Somewhat 5 Weekly 15Emerging 7 Important 14 Monthly 1Anticipated 1‐2 yrs Very Important 16 Rarely 4Anticipated 3‐5 yrs Essential 13 Not ApplicableNot Anticipated 1 I Don’t Know I Don't Know 2No Response 2 No Response No Response 1



6

CREATIVITY & INNOVATION Generating/developing new ideas, products, processes

Not Present 8 Not Important 1 Daily 98Ro

utine 107 Somewhat 6 Weekly 3Emerging 28 Important 22 Monthly 9Anticipated 1‐2 yrs 2 Very Important 54 Rarely 1Anticipated 3‐5 yrs Essential 65 Not Applicable 1Not Anticipated I Don’t Know I Don't KnowNo Response 3 No Response No Response 5


4Not Present 6 Not Important 1 Daily 42Routine 49 Somewhat 4 Weekly 17Emerging 15 Important 13 Monthly 8Anticipated 1‐2 yrs 1 Very Important 30 Rarely 1Anticipated 3‐5 yrs Essential 25 Not Applicable 1Not Anticipated I Don’t Know I Don't KnowNo Response 2 No Response No Response 4



7

CREATIVITY & INNOVATION Generating/developing new ideas, products, processes

Not Present Not Important Daily 18R

outine 16 Somewhat 2 Weekly 6E erging 8 Important 2 Monthly 1Anticipated 1‐2 yrs 1 Very Important 6 RarelyAnticipated 3‐5 yrs Essential 15 Not ApplicableNot Anticipated I Don’t Know I Don't KnowNo Response No Response No Response


m

Not Present 2 Not Important Daily 38Routine 42 Somewhat Weekly 11Emerging 5 Important 6 MonthlyAnticipated 1‐2 yrs Very Important 19 RarelyAnticipated 3‐5 yrs Essential 25 Not ApplicableNot Anticipated I Don’t Know I Don't KnowNo Response 1 No Response No Response 1



8

CULTURAL COMPETENCY Interacting with diverse groups/individuals for common purposes

Not Present 6 Not Important Daily 98Routine 102 Somewhat 14 Weekly 34Emerging 37 Important 29 Monthly 4Anticipated 1‐2 yrs 1 Very Important 35 Rarely 4Anticipated 3‐5 yrs 1 Essential 69 Not Applicable 1Not Anticipated I Don’t Know I Don't KnowNo Response 1 No Response 1 No Response 7

Survey Count Survey Count Survey CountNot Present 4 Not Important Daily 46Routine 47 Somewhat 10 Weekly 17Emerging 21 Important 14 Monthly 2Anticipated 1‐2 yrs 1 Very Important 19 Rarely 3Anticipated 3‐5 yrs Essential 30 Not Applicable 1Not Anticipated I Don’t Know I Don't KnowNo Response No Response No Response 4



9

CULTURAL COMPETENCY Interacting with diverse groups/individuals for common purposes

Not Present 2 Not Important Daily 19Routine 18 Somewhat 2 Weekly 3Emerging 5 Important 2 Monthly 1Anticipated 1‐2 yrs Very Important 6 Rarely 1Anticipated 3‐5 yrs Essential 15 Not ApplicableNot Anticipated I Don’t Know I Don't KnowNo Response No Response No Response 1

Survey Count Survey Count Survey CountNot Present Not Important Daily 33Routine 37 Somewhat 2 Weekly 14Emerging 11 Important 13 Monthly 1Anticipated 1‐2 yrs Very Important 10 RarelyAnticipated 3‐5 yrs 1 Essential 24 Not ApplicableNot Anticipated I Don’t Know I Don't KnowNo Response 1 No Response 1 No Response 2



10

EXPERT HINKING T Divergent and critical thinking, problem solving, decision making

Not Present 6 Not Important Daily 120Routine 109 Somewhat 6 Weekly 17Emerging 27 Important 20 Monthly 4Anticipated 1‐2 yrs 4 Very Important 40 Rarely 1Anticipated 3‐5 yrs Essential 81 Not ApplicableNot Anticipated I Don’t Know I Don't KnowNo Response 2 No Response 1 No Response 6

Survey Count Survey Count Survey CountNot Present 4 Not Important Daily 60Routine 55 Somewhat 3 Weekly 6Emerging 10 Important 8 Monthly 2Anticipated 1‐2 yrs 3 Very Important 19 Rarely 1Anticipated 3‐5 yrs Essential 42 Not ApplicableNot Anticipated I Don’t Know I Don't KnowNo Response 1 No Response 1 No Response 4



11

EXPERT HINKING T Divergent and critical thinking, problem solving, decision making

Not Present 1 Not Important Daily 21Routine 15 Somewhat 1 Weekly 3Emerging 8 Important 3 MonthlyAnticipated 1‐2 yrs 1 Very Important 8 RarelyAnticipated 3‐5 yrs Essential 13 Not ApplicableNot Anticipated I Don’t Know I Don't KnowNo Response No Response No Response 1

Survey Count Survey Count Survey CountNot Present 1 Not Important Daily 39Routine 39 Somewhat 2 Weekly 8Emerging 9 Important 9 Monthly 2Anticipated 1‐2 yrs Very Important 13 RarelyAnticipated 3‐5 yrs Essential 26 Not ApplicableNot Anticipated I Don’t Know I Don't KnowNo Response 1 No Response No Response 1



12

SOCIAL ETWORKING FOR BUSINESS N Social media tools for branding, networking, customer service

Not Present 19 Not Important 12 Daily 77Routine 53 Somewhat 12 Weekly 26Emerging 56 Important 38 Monthly 17Anticipated 1‐2 yrs 9 Very Important 42 Rarely 14Anticipated 3‐5 yrs 1 Essential 43 Not Applicable 3Not Anticipated 5 I Don’t Know I Don't Know 4No Response 5 No Response 1 No Response 7

Survey Count Survey Count Survey CountNot Present 13 Not Important 10 Daily 32Routine 20 Somewhat 5 Weekly 15Emerging 29 Important 19 Monthly 10Anticipated 1‐2 yrs 4 Very Important 20 Rarely 9Anticipated 3‐5 yrs Essential 18 Not Applicable 2Not Anticipated 4 I Don’t Know I Don't Know 1No Response 3 No Response 1 No Response 4



13

SOCIAL NETWORKING FOR BUSINESS Social media tools for branding, networking, customer service

Not Present 1 Not Important Daily 17Routine 9 Somewhat 1 Weekly 4Emerging 12 Important 3 Monthly 2Anticipated 1‐2 yrs 2 Very Important 8 RarelyA

nticipated 3‐5 yrs Essential 13 Not ApplicableNot Anticipated I Don’t Know I Don't KnowNo Response 1 No Response No Response 2

Survey Count Survey Count Survey CountNot Present 5 Not Important 2 Daily 28Routine 24 Somewhat 6 Weekly 7Emerging 15 Important 13 Monthly 5Anticipated 1‐2 yrs 3 Very Important 15 Rarely 5Anticipated 3‐5 yrs 1 Essential 14 Not Applicable 1Not Anticipated 1 I Don’t Know I Don't Know 3No Response 1 No Response No Response 1



14

WORKING ONLINE IN GEOGRAPHICALLY DISTRIBUTED TEAMS Global work in virtual spaces

Not Present 28 Not Important 22 Daily 49Routine 43 Somewhat 25 Weekly 26Emerging 48 Important 40 Monthly 23Anticipated 1‐2 yrs 13 Very Important 23 Rarely 19Anticipated 3‐5 yrs Essential 32 Not Applicable 10Not Anticipated 10 I Don’t Know 3 I Don't Know 12No Response 6 No Response 3 No Response 9

Survey Count Survey Count Survey CountNot Present 20 Not Important 17 Daily 20Routine 17 Somewhat 10 Weekly 13Emerging 20 Important 19 Monthly 8Anticipated 1‐2 yrs 3 Very Important 9 Rarely 12Anticipated 3‐5 yrs Essential 15 Not Applicable 7Not Anticipated 9 I Don’t Know 2 I Don't Know 7No Response 4 No Response 1 No Response 6



15

WORKING ONLINE IN GEOGRAPHICALLY DISTRIBUTED TEAMS Global work in virtual spaces

Not Present 2 Not Important Daily 12Routine 11 Somewhat 5 Weekly 3Emerging 6 Important 5 Monthly 3Anticipated 1‐2 yrs 5 Very Important 5 Rarely 4Anticipated 3‐5 yrs Essential 8 Not ApplicableNot Anticipated 1 I Don’t Know 1 I Don't Know 1N

o Response No Response 1 No Response 2

Survey Count Survey Count Survey CountNot Present 6 Not Important 5 Daily 17Routine 15 Somewhat 10 Weekly 10Emerging 22 Important 16 Monthly 12Anticipated 1‐2 yrs 5 Very Important 9 Rarely 3Anticipated 3‐5 yrs Essential 9 Not Applicable 3Not Anticipated I Don’t Know I Don't Know 4No Response 2 No Response 1 No Response 1



COLLABORATION Communicating, planning, and implementing activities cooperatively with others

Not Present 2 Not Important Daily 112Routine 121 Somewhat Weekly 22Emerging 16 Important 22 Monthly 4Anticipated 1‐2 yrs 3 Very Important 35 RarelyAnticipated 3‐5 yrs 1 Essential 87 Not ApplicableNot Anticipated 1 I Don’t Know I Don't KnowNo Response 4 No Response 4 No Response 10

Survey Count Survey Count Survey CountNot Present 2 Not Important Daily 52Routine 56 Somewhat Weekly 11Emerging 9 Important 12 Monthly 2Anticipated 1‐2 yrs 3 Very Important 21 RarelyAnticipated 3‐5 yrs 1 Essential 37 Not ApplicableNot Anticipated 1 I Don’t Know I Don't KnowNo Response 1 No Response 3 No Response 8


16


17

COLLABORATION Communicating, planning, and implementing activities cooperatively with others

Not Present Not Important Daily 22Routine 19 Somewhat Weekly 1Emerging 5 Important 5 Monthly 1Anticipated 1‐2 yrs Very Important 2 RarelyAnticipated 3‐5 yrs Essential 18 Not ApplicableNot Anticipated I Don’t Know I Don't KnowNo Response 1 No Response No Response 1


Not Present Not Important Daily 38Routine 46 Somewhat Weekly 10Emerging 2 Important 5 Monthly 1Anticipated 1‐2 yrs Very Important 12 RarelyAnticipated 3‐5 yrs Essential 32 Not ApplicableNot Anticipated I Don’t Know I Don't KnowNo Response 2 No Response 1 No Response 1



18

LEGAL ETHICAL PRACTICE& Acting within the rules of conduct for business

Not Present 5 Not Important Daily 123R

outine 122 Somewhat 5 Weekly 9Emerging 14 Important 17 Monthly 6Anticipated 1‐2 yrs 2 Very Important 33 Rarely 3Anticipated 3‐5 yrs 2 Essential 92 Not ApplicableNot Anticipated 1 I Don’t Know I Don't KnowNo Response 2 No Response 1 No Response 7

Survey Count Survey Count Survey CountNot Present 3 Not Important Daily 58Routine 59 Somewhat 4 Weekly 4Emerging 7 Important 8 Monthly 4Anticipated 1‐2 yrs 1 Very Important 18 Rarely 2Anticipated 3‐5 yrs 2 Essential 42 Not ApplicableNot Anticipated I Don’t Know I Don't KnowNo Response 1 No Response 1 No Response 5



19

EGAL & ETHICAL PRACTICEL Acting within the rules of conduct for business

Not Present Not Important Daily 23Routi

ne 22 Somewhat Important Weekly 1Eme ng 2 Important 3 MonthlyAnticipated 1‐2 yrs 1 Very Important

rgi6 Rarely

Anticipated 3‐5 yrs Essential 16 Not ApplicableNot Anticipated I Don’t Know I Don't KnowNo Response No Response No Response 1

vey Count Survey Count Survey CountSurNot Present 2 Not Important Daily 42Routine 41 Somewhat Important 1 Weekly 4Emerging 5 Important 6 Monthly 2Anticipated 1‐2 yrs Very Important 9 Rarely 1Anticipated 3‐5 yrs Essential 34 Not ApplicableNot Anticipated 1 I Don’t Know I Don't KnowNo Response 1 No Response No Response 1



20

PROFESSIONALISM Standards of behavior in the workplace

Not Present 2 Not Important Daily 138R

outine 129 Somewhat 1 Weekly 3Emerging 10 Important 13 MonthlyAnticipated 1‐2 yrs 3 Very Important 27 Rarely 1Anticipated 3‐5 yrs 2 Essential 103 Not ApplicableNot Anticipated I Don’t Know I Don't KnowNo Response 2 No Response 4 No Response 6

Survey Count Survey Count Survey CountNot Present 1 Not Important Daily 67Routine 60 Somewhat 1 Weekly 1Emerging 8 Important 7 MonthlyAnticipated 1‐2 yrs 1 Very Important 14 RarelyAnticipated 3‐5 yrs 2 Essential 48 Not ApplicableNot Anticipated I Don’t Know I Don't KnowNo Response 1 No Response 3 No Response 5



21

PROFESSIONALISM Standards of behavior in the workplace

Not Present Not Important Daily 24Routine 21 Somewhat Important WeeklyEmerging 2 Important 1 MonthlyAnticipated 1‐2 yrs 2 Very Important 7 Rarely 1Anticipated 3‐5 yrs Essential 17 Not ApplicableNot Anticipated I Don’t Know I Don't KnowNo Response No Response No Response

Survey Count Survey Count Survey CountNot Present 1 Not Important Daily 47Routine 48 Somewhat Important Weekly 2Emerging Important 5 MonthlyAnticipated 1‐2 yrs Very Important 6 RarelyAnticipated 3‐5 yrs Essential 38 Not ApplicableNot Anticipated I Don’t Know I Don't KnowNo Response 1 No Response 1 No Response 1



22

INITIATIVE & SELF‐DIRECTION Controlling, guiding, and managing one’s own activities

Not Present 5 Not Important Daily 136Routine 113 Somewhat Weekly 4Emerging 19 Important 20 Monthly 1Anticipated 1‐2 yrs 8 Very Important 35 Rarely 1Anticipated 3‐5 yrs Essential 92 Not Applicable 1Not Anticipated I Don’t Know I Don't KnowNo Response 3 No Response 1 No Response 5

Survey Count Survey Count Survey CountNot Present 3 Not Important Daily 64Routine 51 Somewhat Weekly 3Emerging 14 Important 10 Monthly 1Anticipated 1‐2 yrs 5 Very Important 22 RarelyAnticipated 3‐5 yrs Essential 40 Not Applicable 1Not Anticipated I Don’t Know I Don't KnowNo Response No Response 1 No Response 4



23

INITIATIVE & SELF‐DIRECTION Controlling, guiding, and managing one’s own activities

Not Present Not Important Daily 24Routine 21 Somewhat Important WeeklyEmerging 1 Important 3 MonthlyAnticipated 1‐2 yrs 3 Very Important 5 Rarely 1Anticipated 3‐5 yrs Essential 17 Not ApplicableNot Anticipated I Don’t Know I Don't KnowNo Response No Response No Response

Survey Count Survey Count Survey CountNot Present 2 Not Important Daily 48Routine 41 Somewhat Important Weekly 1Emerging 4 Important 7 MonthlyAnticipated 1‐2 yrs Very Important 8 RarelyAnticipated 3‐5 yrs Essential 35 Not ApplicableNot Anticipated I Don’t Know I Don't KnowNo Response 3 No Response No Response 1



24


25


26

COM

PLEX

CO

MM

UN

ICA

TIO

NSt

atem

ent

Gro

up1

1D

iver

gent

/Cri

tical

thin

king

with

Com

plex

Com

mun

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ion

with

cre

ativ

ity a

nd In

nova

tion

– al

l the

oth

er b

ases

are

cov

ered

.CA

VIT

2Re

luct

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, sho

w a

lack

, but

it’s

ess

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com

mun

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CAVI

T3

Com

plex

Com

mun

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– la

ck o

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stu

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om R

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b.CA

VIT

4Co

mpl

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unic

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impo

rtan

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exity

, ess

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a te

am.

CAVI

T5

Tech

nolo

gy a

dds

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f com

plex

ity.

CAVI

T6

OLD

ski

lls: R

eadi

ng, w

ritin

g, s

peak

ing,

list

enin

g –

we

need

inte

grat

ion

of th

ese

skill

s w

ith te

chno

logy

.CA

VIT

7If

we

com

mun

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and

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CAVI

T8

Exam

ple,

“Ca

n’t h

ave

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peop

le w

orki

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geth

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they

don

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et a

long

.” ?

! Mod

el c

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unic

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n!!!

CAVI

T9

Cultu

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ompe

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y. E

xam

ple,

a b

rilli

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ngin

eer

leve

led

a pr

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t bec

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he

had

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bilit

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com

mun

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T10

Com

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icat

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is th

e fo

unda

tion

Com

bine

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Rela

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hip

build

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eed

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and

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skill

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14If

aski

ng q

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ions

is e

ncou

rage

d, it

impr

oves

the

dial

og a

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uild

s re

latio

nshi

ps.

Com

bine

d15

Toda

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Wor

kpla

ce: c

ompl

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unic

atio

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ay in

clud

e co

llabo

ratio

n. D

oes

the

wor

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ompl

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chan

ge y

our

resp

onse

?Co

mbi

ned

16It

’s n

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ST s

peak

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it’s

INTE

RACT

ING

. Com

plex

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com

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ove

rlay

of c

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unic

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OT

face

to fa

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hat f

its th

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ther

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and

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tool

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hey

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us.

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bine

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alua

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pres

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fter

that

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plex

Co

mm

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the

abili

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rec

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pro

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mun

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our

clie

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efen

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gen

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mun

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kills

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hire

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k an

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f que

stio

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Com

mun

icat

ion

com

pete

ncy

is h

uge

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plan

atio

ns to

cus

tom

ers.

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mpl

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cal a

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nder

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age

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xam

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year

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pro

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run

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spec

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is $

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our

job.

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have

a n

o to

lera

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polic

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ind

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do

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teac

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anne

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wor

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nt in

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kid

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, we

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llow

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se th

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they

’re

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abili

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ow k

ids

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140

cha

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ers

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have

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hum

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on

a ph

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29N

eed

to b

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hav

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norm

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iver

gent

and

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se

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need

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e th

inki

ng th

roug

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ings

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tem

plat

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uden

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mpl

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here

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atch

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ple,

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, a H

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terv

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can

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te la

sted

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skin

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on to

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Com

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38El

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B) n

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ds c

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but

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on

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► a

ffec

ts a

bilit

y to

com

mun

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ce to

face

with

a c

usto

mer

. ►sa

ying

“l

ike”

30

times

►m

aybe

we

shou

ld s

tart

doi

ng o

ur in

terv

iew

s w

ith U

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xtin

g.N

AVI

T40

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n de

alin

g w

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to ta

lk e

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phon

eN

AVI

T41

Nee

d to

con

side

r th

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o N

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wan

t int

erac

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y w

ant t

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ansa

ctio

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mov

e qu

ickl

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et it

don

e.N

AVI

T42

We

are

grad

ed b

ette

r as

a s

tore

if s

ales

ass

ista

nts

offe

r to

hel

p fin

d an

item

out

side

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stor

e w

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not a

vaila

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in th

e st

ore.

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s is

not

the

youn

ger

gen

look

ing

for

this

. You

nger

cle

rks

like

to g

o on

line

and

do th

is.

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VIT

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ur li

fe s

kills

cla

ss ta

ught

com

mun

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on a

topi

c. K

ids

from

sin

gle

pare

nt/b

lend

ed h

omes

oft

en m

edia

ting

for

thei

r fa

mili

es. W

e pr

ovid

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this

trai

ning

that

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nec

essa

rily

taug

ht a

t hom

e.N

AVI

T44

Com

mun

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ion

skill

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ngra

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ly e

noug

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re d

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to o

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are

as. N

eeds

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m. I

NTE

GRA

TED

.N

AVI

T45

Exam

ple,

com

plex

ities

of o

nsite

ope

ratio

n of

roa

d pa

ving

. Tim

e is

mon

ey –

our

s an

d yo

urs

– in

abili

ty to

mea

sure

and

mov

e m

ater

ial p

rope

rly

and

inab

ility

to C

OM

MU

NIC

ATE

hav

e co

nseq

uenc

es fo

r tim

e an

d pr

ofita

bilit

y. N

eede

d em

ploy

abili

ty s

kills

are

att

itude

and

teac

habi

lity.

NA

VIT

46Ba

nkin

g –

com

mun

icat

ion

and

tech

nica

lN

AVI

T47

Com

mun

icat

ion

is C

ULT

URA

L, r

equi

res

Ada

ptat

ion

and

Rese

arch

PCJT

ED48

Als

o co

ncer

ned

with

how

peo

ple

answ

er q

uest

ions

as

wel

l as

ask.

PCJT

ED49

Com

plex

Com

mun

icat

ion

incl

udes

ask

ing

and

resp

ondi

ng to

que

stio

ns.

PCJT

ED50

The

WA

Y kn

owle

dge

is tr

ansf

erre

d is

impo

rtan

t.PC

JTED

51Te

chno

logy

vs.

face

-to-

face

, ski

lls m

ust b

e ta

ught

.PC

JTED

52Pr

ofes

sion

alis

m, C

ompl

ex C

omm

unic

atio

n, D

iver

gent

& C

ritic

al T

hink

ing

Px C

ent.

53Ex

ampl

e, w

ith r

efug

ee p

lace

men

t we

have

a ti

me-

fram

e ch

alle

nge.

The

eco

nom

y ha

s fo

rced

us

to c

hang

e ho

w w

e do

thin

gs o

vern

ight

. We

have

to m

ake

our

clie

nts

self-

suff

icie

nt in

4 m

onth

s (a

fter

30

year

s in

a r

efug

ee c

amp)

. 70%

do

not s

peak

Eng

lish.

Cul

tura

l com

pete

ncy

unde

r st

ress

ful c

ondi

tions

(Int

ervi

ewin

g, la

ngua

ge, h

ow o

ne e

xpre

sses

one

self

– ev

en ta

lkin

g ab

out o

nese

lf m

ay b

e di

ffic

ult b

ecau

se o

f cul

tura

l ba

ckgr

ound

). Co

mpl

ex c

omm

unic

atio

n an

d de

cisi

on m

akin

g, p

robl

em s

olvi

ng is

nee

ded.

Px C

ent.

54Co

mpl

ex C

omm

unic

atio

n in

clud

es b

uild

ing

in s

ocia

l acc

ultu

ratio

n an

d di

vers

ity.

Px C

ent.

55Sy

stem

s Th

inki

ng “

Wis

dom

” tie

s in

to C

ompl

ex C

omm

unic

atio

n –

timin

g, g

uidi

ng, m

ento

ring

, loo

king

to th

e fu

ture

. Exa

mpl

e, h

ospi

tals

– h

ow

will

ref

orm

aff

ect t

hem

? af

fect

car

eer

deve

lopm

ent i

n nu

rsin

g? M

ajor

ity o

f nur

ses

pres

ently

wor

k in

hos

pita

ls b

ut w

ill n

eed

to tr

ansi

tion

to

outp

atie

nt c

are

and

com

mun

ity e

duca

tion.

“Co

mpl

ex C

are”

will

req

uire

col

labo

ratio

n w

ith o

ther

ser

vice

s w

ithou

t “si

los.

” ho

w d

o w

e de

velo

p th

is w

isdo

m?

Px C

ent.

56Co

mm

unic

atio

n. W

e ha

ve 4

trib

es in

La

Paz,

as

wel

l as

His

pani

cs a

nd o

ther

s –

diff

eren

t lan

guag

es a

re a

cha

lleng

e. V

erba

l and

bod

y la

ngua

ge

need

to b

e un

ders

tood

.W

AVE

57Co

llabo

ratio

n in

this

env

iron

men

t? C

ultu

re a

s ge

nera

tiona

l and

eth

nici

ty. I

nclu

des

tech

nolo

gy, t

ensi

on a

roun

d pr

actic

es fo

r co

mm

unic

atio

n an

d st

yles

. Em

ail n

ot b

eing

use

d an

ymor

e by

you

th –

they

’ve

mov

ed o

n (t

extin

g). N

eed

new

way

s to

bri

dge

old

gaps

.W

AVE

58Fr

om e

mpl

oyer

per

spec

tive,

it s

tart

s w

ith th

e em

ploy

ee –

cle

ar c

omm

unic

atio

n in

the

begi

nnin

g.W

AVE

59Pe

ople

nee

d to

rec

onsi

der

stro

ng o

pini

ons.

The

re’s

a n

eed

for

flexi

bilit

y.W

AVE

60Ca

nadi

an v

alue

s no

t the

sam

e as

oth

ers

in H

avas

u. O

ur c

ompa

ny te

sts

for

the

abili

ty to

wor

k w

ith o

ther

cul

tura

l gro

ups.

Our

hir

es m

ay s

peak

Fr

ench

as

thei

r fir

st la

ngua

ge a

nd n

eed

to w

ork

hard

to c

omm

unic

ate

in E

nglis

h.W

AVE

61Co

mpl

ex c

omm

unic

atio

n an

d so

cial

net

wor

king

. Wri

tten

AN

D s

poke

n co

mm

unic

atio

n.

Wes

tMEC

62O

verl

ayin

g te

chno

logy

on

com

mun

icat

ion

mak

es it

mor

e co

mpl

ex. W

e ar

e st

rugg

ling

with

term

inol

ogy.

Ele

ctro

nic

skill

s ne

ed to

be

incl

uded

her

e. V

erba

l ski

lls a

re n

eede

d in

this

gen

erat

ion.

W

estM

EC63

“Jar

gon

of th

e jo

b” –

peo

ple

do b

ette

r w

hen

they

spe

nd ti

me

on it

. W

estM

EC64

Soci

al n

etw

orki

ng is

a T

OO

L, n

ot a

ski

ll. H

as to

be

dire

cted

at c

omm

unic

atio

n.W

estM

EC65

Com

plex

com

mun

icat

ion

– no

whe

re to

sta

rt w

ithou

t thi

s. W

e as

sess

bas

ic a

bilit

ies

on e

ntry

[get

list

].YU

MA

66So

cial

ski

lls. W

hat d

oes

it ta

ke to

get

the

next

job?

YUM

A67

The

appl

icat

ion

give

s us

an

indi

catio

n. W

ritin

g an

d in

terv

iew

. Wri

tten

ski

lls a

re im

port

ant.

In a

ling

uist

ical

ly d

iver

se p

opul

atio

n, th

is is

a

chal

leng

e.YU

MA

68To

p 3:

div

erge

nt/c

ritic

al th

inki

ng; c

ompl

ex c

omm

unic

atio

n; s

elf-

dire

ctio

n/m

otiv

atio

nYU

MA

69A

bilit

y to

ask

que

stio

ns e

ssen

tial o

r w

on’t

be

able

to p

erfo

rm s

ucce

ssfu

lly –

it’s

obv

ious

YUM

A70

Criti

cal t

hink

ing

and

com

plex

com

mun

icat

ion

are

very

impo

rtan

t in

the

hosp

ital,

in d

iver

se jo

bs.

YUM

A71

Colla

bora

tion

– m

ay h

ave

a te

chni

cal t

eam

wor

k sk

ill b

ut la

ck th

e co

mm

unic

ativ

e ab

ility

that

mak

es it

wor

k.YU

MA

72Tr

aini

ng o

n “f

orm

al”

com

mun

icat

ion

and

prot

ocol

s is

nee

ded

cros

s-ge

nera

tiona

lly.

YUM

A73

We

need

att

itude

, acc

ount

abili

ty, c

omm

on s

ense

, kno

wle

dge

of h

ow to

trea

t a c

usto

mer

/pot

entia

l cus

tom

er, b

iling

ualis

mYU

MA

Stat

emen

tG

roup

21

Com

pute

r sk

ill h

elps

them

com

plet

e ta

sks

mor

e qu

ickl

yCo

mbi

ned

2Re

gard

ing

Com

puta

tiona

l Thi

nkin

g: it

’s s

yste

ms

desi

gn, p

roje

ct m

anag

emen

t, p

roce

ss d

esig

n (r

elat

ions

hip,

pro

port

ion)

, why

just

mat

h?

Cour

tney

Sco

tt @

Gre

y H

ills

Aca

dem

y H

.S. s

tart

ed c

ross

-cre

ditin

g m

ath

and

CTE.

He

saw

that

CTE

stu

dent

s w

ere

doin

g be

tter

in m

ath

than

no

n CT

E.Co

mbi

ned

3M

ath

can

teac

h fu

ndam

enta

l cri

tical

thin

king

ski

lls. T

he n

ew te

chno

logi

cal e

nvir

onm

ent d

oes

not n

eces

sari

ly p

rovi

de th

is.

Com

bine

d4

Com

puta

tiona

l thi

nkin

g is

an

esse

ntia

l wor

kpla

ce s

kill

– m

ath

over

laid

with

cri

tical

thin

king

. “H

ow to

con

nect

the

dots

.” M

aybe

we

need

to

step

aw

ay fr

om c

alcu

lato

rs.

Com

bine

d5

Com

puta

tiona

l Thi

nkin

g/Sy

stem

s Th

inki

ng –

is th

is a

nee

d?CT

D6

Aeg

is e

xam

ple,

We

“ram

p up

” to

500

peo

ple

in 9

0 da

ys. I

had

nev

er d

one

this

bef

ore.

It m

eant

60-

80 p

eopl

e ev

ery

coup

le w

eeks

. Nee

ded

to

test

850

in o

rder

to in

terv

iew

650

, so

that

mea

nt 1

200

appl

ican

ts u

p fr

ont.

The

res

ult w

as 2

57 n

ew h

ires

in 4

mon

ths.

By

look

ing

at w

hat w

as

expe

cted

, I w

as a

ble

to fi

gure

it o

ut.

CTD

7Sp

atia

l con

cept

s re

min

ds o

f the

test

s w

e to

ol lo

okin

g at

flat

dia

gram

s an

d de

term

inin

g sh

apes

.CT

D8

Exam

ple,

mak

ing

chan

ge a

t McD

onal

ds –

they

hav

e N

O ID

EA h

ow to

do

it. “

Coul

d yo

u pl

ease

teac

h ki

ds h

ow to

TH

INK

to c

ount

bac

k ch

ange

?”

and

how

to a

nsw

er th

e te

leph

one

– Co

mm

unic

atio

n.CT

D9

Mag

gie

Com

puta

tiona

l thi

nkin

g –

seei

ng r

elat

ions

hips

, und

erst

andi

ng p

ropo

rtio

n an

d sc

ale

– ar

e w

e go

ing

to g

et th

is th

e w

ay w

e’re

goi

ng?

CVIT

10M

aggi

e re

: com

puta

tion

thin

king

– s

yste

ms

thin

king

? H

ow p

arts

rel

ate

to th

e w

hole

. How

impo

rtan

t is

this

to y

ou?

Px C

ent.

11U

nder

stan

ding

sys

tem

s is

ext

rem

ely

impo

rtan

t in

heal

thca

re. E

xam

ple

med

icin

e, th

e he

art a

s pa

rt o

f the

bod

y.Px

Cen

t.12

Two

impo

rtan

t aut

hors

: Mar

gare

t Whe

atle

y Le

ader

ship

& th

e N

ew S

cien

ce a

nd S

teve

John

son

Whe

re d

o G

ood

Idea

s Co

me

from

? w

ho s

ays

that

“Ch

ance

favo

rs th

e co

nnec

ted

min

d.”

Syst

ems

thin

kers

.Px

Cen

t.13

Criti

cal t

hink

ing

com

pone

nt –

list

enin

g, a

naly

zing

, ass

essi

ng, c

ateg

oriz

ing

then

pro

blem

sol

ving

and

dec

isio

n m

akin

g. T

his

is S

yste

ms

Thin

king

–

gath

er a

bod

y of

info

rmat

ion

and

proc

essi

ng it

to g

et to

a s

olut

ion.

Px C

ent.

14A

rec

ent H

arva

rd B

usin

ess

Revi

ew a

rtic

le p

oint

ed o

ut th

at a

mis

take

oft

en m

ade

in b

uild

ing

a sy

stem

is n

ot to

incl

ude

all o

f the

sta

keho

lder

s.

An

unde

rsta

ndin

g of

how

thei

r w

ork

impa

cts

the

syst

em is

nee

ded.

Px C

ent.

15Le

t’s

talk

abo

ut c

ompu

tatio

nal t

hink

ing

[Mag

gie]

. One

com

mis

sion

er s

aid,

if w

e ca

n’t d

efin

e th

e sk

ill, w

e ca

n’t m

easu

re it

and

can

’t m

anag

e it.

W

e do

n’t n

eed

just

ano

ther

yea

r of

mat

h. C

ompu

tatio

nal t

hink

ing

is th

e ab

ility

to s

ee th

ings

pro

port

iona

lly, i

nclu

des

scal

abili

ty a

nd

rela

tions

hips

bet

wee

n th

ings

. An

exam

ple

mig

ht b

e pr

ojec

t man

agem

ent.

WA

VE16

AZ

Coun

ts c

onve

rsat

ion:

exp

ectin

g ki

ds to

und

erst

and

year

2 A

lgeb

ra e

xpon

entia

l fun

ctio

ns b

ut n

ot s

how

ing

the

appl

icat

ion

to c

redi

t car

ds

and

pers

onal

fina

nce.

WA

VE17

Com

puta

tiona

l thi

nkin

g –

not g

ener

al a

pplic

atio

n in

soc

ial s

ervi

ces

but I

see

wha

t you

des

crib

ed a

s I’m

wor

king

on

a gr

ant r

ight

now

.W

AVE

1891

1 ho

tline

– s

elf d

irec

tion

is e

ssen

tial,

no ti

me

to a

sk q

uest

ions

. Com

puta

tiona

l thi

nkin

g im

port

ant h

ere

too.

WA

VE19

Ther

e’s

liter

atur

e on

pro

blem

s w

ith fe

mal

es w

ith m

ath

and

fear

of m

ath

in g

ener

al. W

e ne

ed to

sta

rt S

TEM

at g

roun

d le

vel.

Mat

h el

itism

ne

eds

to b

e di

spel

led.

YUM

A20

Conc

eptu

al a

nd s

patia

l ski

lls a

re n

eede

d!YU

MA

21A

t thi

s co

llege

we’

ve c

hang

e th

e cu

rric

ulum

in th

e pa

st 2

yea

rs to

APP

LICA

TIO

N. W

e us

e re

al w

orld

pro

blem

s, e

xam

ples

: vir

tual

foot

ball

team

, st

ory

prob

lem

s (c

ompu

tatio

nal t

hink

ing,

pro

blem

sol

ving

, cri

tical

thin

king

). W

e ne

ed to

get

thro

ugh

eliti

sm to

cha

nge

how

we

appr

oach

qu

antit

ativ

e sk

ills.

YUM

A

VIS

UA

L, P

ATT

ERN

-BA

SED

TH

INKI

NG

INV

OLV

ING

MA

TH/Q

UA

NTI

TIV

E PR

OCE

DU

RES

(Com

puta

tion

al T

hink

ing)

Stat

emen

tG

roup

31

Div

erge

nt/C

ritic

al th

inki

ng w

ith C

ompl

ex C

omm

unic

atio

n w

ith c

reat

ivity

and

Inno

vatio

n –

all t

he o

ther

bas

es a

re c

over

ed.

CAVI

T2

Crea

tivity

and

inno

vatio

n: b

eing

cha

lleng

edCo

mbi

ned

3Lo

okin

g at

kid

s an

d ge

nera

tions

, we

need

to a

llow

them

to u

se th

e to

ols

they

’re

com

fort

able

with

AN

D e

xpec

t the

m to

be

on ti

me,

ask

qu

estio

ns, e

tc.

CTD

4In

nova

tiven

ess,

Pro

blem

Sol

ving

– th

e ab

ility

to id

entif

y pr

oble

ms.

CVIT

5I f

eel a

t a lo

ss b

ecau

se I

don’

t use

soc

ial m

edia

. Whe

n I b

ring

in s

omeo

ne n

ew, I

’m lo

okin

g fo

r th

ose

skill

s.CV

IT6

Impo

rtan

t to

be o

n tim

e, p

art o

f a te

am, t

o th

ink

criti

cally

and

kno

w h

ow to

thin

k ou

tsid

e of

the

box.

PCJT

ED7

I’m c

onsu

med

with

my

busi

ness

sur

vivi

ng a

nd la

ck in

this

are

a am

ong

empl

oyee

s. If

em

ploy

ees

reco

gniz

e w

hat i

t mea

ns to

hav

e th

eir

busi

ness

on

the

line,

it c

halle

nges

them

to e

xpre

ss C

reat

ivity

and

Inno

vatio

n (C

&I).

PCJT

ED8

C&I c

an b

e ne

gate

d in

the

wor

kpla

ce a

nd s

tude

nts

need

to u

nder

stan

d th

is a

nd th

at it

may

stim

ulat

e ot

her

idea

s. It

req

uire

s pe

rsis

tenc

e an

d ta

kes

time.

Per

haps

mor

e im

port

ant i

s en

thus

iasm

.PC

JTED

9En

trep

rene

ursh

ip –

mor

e th

an a

mov

ie, i

t’s

the

elem

enta

l thi

ngs:

Whe

re d

o I g

et th

e su

pplie

s? W

hat d

o I n

eed?

How

do

I pay

for

it?PC

JTED

10G

ladw

ell’s

Out

liers

. 40%

of t

each

ers

have

less

than

3 y

ears

exp

erie

nce

in th

e cl

assr

oom

. Cre

ativ

ity a

nd In

nova

tion

are

requ

ired

to m

ake

the

tran

sitio

ns n

eede

d to

day

. How

do

we

get t

he n

ew g

en te

ache

r ab

le to

mak

e th

e tr

ansi

tion?

Mas

sive

cul

tura

l cha

nge

abou

t how

we

prep

pe

ople

for

wor

kfor

ce. W

e ne

ed to

hel

p th

e ad

ults

/tea

cher

s un

ders

tand

wha

t’s

happ

enin

g in

biz

/ind

ustr

y. T

hey

need

an

EXPE

RIEN

CE o

f it.

Px C

ent.

11

Crea

tivity

/Inn

ovat

ion.

Tec

hnol

ogy

and

info

del

iver

y en

able

s us

to e

xpre

ss a

nd b

uild

upo

n cr

eativ

ity a

nd in

nova

tion.

Hug

e is

sue.

W

estM

EC12

As

a CO

MM

UN

ITY

we

colla

bora

te, d

oing

mor

e w

ith le

ss m

oney

, and

flex

ibili

ty is

a r

equi

rem

ent.

Cre

ativ

e id

eas

need

to b

e ac

know

ledg

ed.

YUM

A

CREA

TIV

ITY

AN

D IN

NO

VA

TIO

N

Stat

emen

tG

roup

41

Cultu

ral C

ompe

tenc

y. E

xam

ple,

a b

rilli

ant e

ngin

eer

leve

led

a pr

ojec

t bec

ause

he

had

no a

bilit

y to

com

mun

icat

e (p

erso

nalit

y pe

rhap

s).

CAVI

T2

Yes,

incl

udes

Cul

tura

l Com

pete

ncy.

Exa

mpl

e, N

ativ

e A

mer

ican

stu

dent

s in

terv

iew

ing

outs

ide

of th

e re

serv

atio

n ne

ed a

diff

eren

t lev

el o

f in

tera

ctio

n. E

xam

ple,

com

petit

ions

hel

p ra

ise

the

bar.

Exa

mpl

e, la

w s

choo

l, to

pro

mot

e th

roug

h ra

nk, n

eed

to s

it fo

r an

inte

rvie

w.

CAVI

T3

Rela

tions

hip

build

ing*

Com

bine

d4

Cultu

ral*

Com

bine

d5

Our

gen

erat

ion

and

befo

re, p

eopl

e ke

pt jo

bs fo

r a

long

tim

e. T

he e

xpec

tatio

n no

w is

15

jobs

in 2

5 ye

ars.

The

y do

n’t w

ant t

o gi

ve a

nd w

e (B

oom

ers)

will

not

giv

e. R

equi

res

Cultu

ral C

ompe

tenc

y. G

loba

lly, t

oo.

CTD

6Ey

e co

ntac

t is

esse

ntia

l. W

e’ve

faile

d to

mak

e th

is a

pri

ority

.EV

IT7

Whe

n de

alin

g w

ith p

eopl

e, n

eed

to ta

lk e

ye b

all t

o ey

e ba

ll fir

st, t

hen

phon

eN

AVI

T8

Nee

d to

con

side

r th

at s

ome

peop

le d

o N

OT

wan

t int

erac

tivity

. The

y w

ant t

he tr

ansa

ctio

n to

mov

e qu

ickl

y, g

et it

don

e.N

AVI

T9

We

are

grad

ed b

ette

r as

a s

tore

if s

ales

ass

ista

nts

offe

r to

hel

p fin

d an

item

out

side

the

stor

e w

hen

not a

vaila

ble

in th

e st

ore.

Thi

s is

not

the

youn

ger

gen

look

ing

for

this

. You

nger

cle

rks

like

to g

o on

line

and

do th

is.

NA

VIT

10W

hat a

bout

cul

tura

l com

pete

ncy?

Nee

d to

teac

h pe

ople

acr

oss

cultu

res

how

to r

elat

e/co

mm

unic

ate

with

eac

h ot

her.

Mus

t rec

ogni

ze a

nd

resp

ect d

iffer

ence

s.N

AVI

T11

Com

mun

icat

ion

is C

ULT

URA

L, r

equi

res

Ada

ptat

ion

and

Rese

arch

PCJT

ED12

Cultu

ral C

ompe

tenc

y. E

xam

ple,

“Ro

deo?

! Thi

s is

NO

T lik

e N

Y!”

PCJT

ED13

We

are

not m

akin

g bo

xes

but a

pro

cess

that

hap

pens

in th

e en

viro

nmen

tPC

JTED

14Ex

ampl

e, w

ith r

efug

ee p

lace

men

t we

have

a ti

me-

fram

e ch

alle

nge.

The

eco

nom

y ha

s fo

rced

us

to c

hang

e ho

w w

e do

thin

gs o

vern

ight

. We

have

to m

ake

our

clie

nts

self-

suff

icie

nt in

4 m

onth

s (a

fter

30

year

s in

a r

efug

ee c

amp)

. 70%

do

not s

peak

Eng

lish.

Cul

tura

l com

pete

ncy

unde

r st

ress

ful c

ondi

tions

(Int

ervi

ewin

g, la

ngua

ge, h

ow o

ne e

xpre

sses

one

self

– ev

en ta

lkin

g ab

out o

nese

lf m

ay b

e di

ffic

ult b

ecau

se o

f cul

tura

l ba

ckgr

ound

). Co

mpl

ex c

omm

unic

atio

n an

d de

cisi

on m

akin

g, p

robl

em s

olvi

ng is

nee

ded.

Px C

ent.

15Co

mpl

ex C

omm

unic

atio

n in

clud

es b

uild

ing

in s

ocia

l acc

ultu

ratio

n an

d di

vers

ity.

Px C

ent.

16Cu

ltura

l Com

pete

ncy

is a

t the

top

also

. I d

o In

terg

ener

atio

nal T

rain

ing.

We

now

hav

e 4

gene

ratio

ns in

the

wor

kpla

ce. T

here

are

bar

rier

s w

ithin

or

gani

zatio

ns th

at a

re in

the

way

of b

ring

ing

peop

le to

geth

er to

col

labo

rate

– a

ge, r

ace,

etc

. Pro

babl

y ba

sed

in p

erce

ptio

n. L

eade

rs n

eed

to

stri

ke d

own

myt

hs, s

hoot

for

com

mon

goa

ls. T

hese

are

freq

uent

pro

blem

s am

ong

my

clie

nts.

Px C

ent.

17Cu

ltura

l Com

pete

ncy

is g

oing

to b

e ne

eded

with

ret

urni

ng m

ilita

ry –

und

erst

andi

ng is

bec

omin

g in

crea

sing

ly im

port

ant.

Px C

ent.

18Ca

nadi

an v

alue

s no

t the

sam

e as

oth

ers

in H

avas

u. O

ur c

ompa

ny te

sts

for

the

abili

ty to

wor

k w

ith o

ther

cul

tura

l gro

ups.

Our

hir

es m

ay s

peak

Fr

ench

as

thei

r fir

st la

ngua

ge a

nd n

eed

to w

ork

hard

to c

omm

unic

ate

in E

nglis

h.W

AVE

19Cu

ltura

l ski

lls, c

ross

ing

trib

al b

ound

arie

s. Y

outh

don

’t s

tep

up a

nd a

sk u

ntil

a re

latio

n is

dev

elop

ed. N

eed

to b

e ab

le to

shi

ft b

etw

een

hom

e an

d w

ork.

WA

VE20

Fam

iliar

ity w

ith c

ultu

ral b

ackg

roun

ds a

nd r

esou

rces

is E

SSEN

TIA

L he

re.

WA

VE21

We

also

hav

e co

ntac

t with

peo

ple

from

trib

al c

omm

uniti

es in

oth

er s

tate

s.W

AVE

CULT

URA

L CO

MPE

TEN

CY

22M

ore

emph

asis

nee

ded

on c

hara

cter

- ►

How

do

you

keep

up

with

that

, man

age

that

? ►

It’s

an

issu

es o

f div

ersi

ty. C

hara

cter

is n

ot th

e sa

me

in d

iffer

ent c

ultu

res.

►D

oes

this

hav

e to

do

with

pro

fess

iona

lism

?W

AVE

23N

eed

to b

e ca

refu

l not

to s

ingl

e ou

t peo

ple

WA

VE24

Tole

ranc

e fo

r di

vers

ity h

as g

ot to

be

a fo

cus

with

com

petin

g va

lue

syst

ems.

WA

VE25

We

need

att

itude

, acc

ount

abili

ty, c

omm

on s

ense

, kno

wle

dge

of h

ow to

trea

t a c

usto

mer

/pot

entia

l cus

tom

er, b

iling

ualis

mYU

MA

26Cu

ltura

l com

pete

ncy

is im

port

ant b

ecau

se o

f glo

bal n

atur

e of

bus

ines

s.YU

MA

27A

n ex

ampl

e of

cul

tura

l com

pete

ncy

is th

e “a

-oka

y” s

ign.

It m

eans

sig

nific

antly

diff

eren

t thi

ngs

in d

iffer

ent c

ount

ries

.YU

MA

Stat

emen

tG

roup

51

Div

erge

nt/C

ritic

al th

inki

ng w

ith C

ompl

ex C

omm

unic

atio

n w

ith c

reat

ivity

and

Inno

vatio

n –

all t

he o

ther

bas

es a

re c

over

ed.

CAVI

T2

Div

erge

nt &

Cri

tical

Thi

nkin

g ca

tego

ry. W

e se

e a

lack

of a

naly

sis

skill

s, a

n in

abili

ty to

bui

ld a

n ar

gum

ent.

CAVI

T3

If yo

u th

ink

criti

cally

, you

don

’t w

aste

pro

duct

. Exa

mpl

e, in

abili

ty to

rea

d a

tape

mea

sure

led

to r

edes

ign

of th

e ta

pe m

easu

re (n

ow r

eads

1/4

, 1/

8 in

ch m

arks

).CA

VIT

4Re

sour

ce/w

aste

man

agem

ent/

allo

catio

n is

a T

HIN

KIN

G ta

sk.

CAVI

T5

Mat

h ca

n te

ach

fund

amen

tal c

ritic

al th

inki

ng s

kills

. The

new

tech

nolo

gica

l env

iron

men

t doe

s no

t nec

essa

rily

pro

vide

this

.Co

mbi

ned

6Co

mpu

tatio

nal t

hink

ing

is a

n es

sent

ial w

orkp

lace

ski

ll –

mat

h ov

erla

id w

ith c

ritic

al th

inki

ng. “

How

to c

onne

ct th

e do

ts.”

May

be w

e ne

ed to

st

ep a

way

from

cal

cula

tors

.Co

mbi

ned

7D

iver

gent

thin

king

Com

bine

d8

Prob

lem

sol

ving

, Sol

utio

n-or

ient

ed*

Com

bine

d9

Criti

cal t

hink

ing

Com

bine

d10

Ther

e ar

e tim

es w

hen

it’s

impo

rtan

t NO

T to

go

beyo

nd w

hat I

’m a

sked

to d

o. It

may

cre

ate

prob

lem

s. E

xam

ple,

inju

ry. C

ritic

al T

hink

ing

incl

udes

kno

win

g yo

ur li

mits

.Co

mbi

ned

11Co

mm

unic

atio

n in

hou

se b

etw

een

shift

s is

cri

tical

(che

mic

al m

anuf

actu

ring

), th

en D

ecis

ion

mak

ing

and

Prob

lem

Sol

ving

.CT

D12

Texa

s In

stru

men

ts in

terv

iew

ed 1

2 gr

adua

te s

tude

nts

from

ivy

leag

ue s

choo

ls –

non

e of

them

got

thro

ugh

the

3 da

y pr

oces

s be

caus

e of

thei

r la

ck o

f abi

lity

to T

RY, t

o as

k qu

estio

ns, m

aybe

mak

e a

mis

take

.CT

D13

We

lear

ned

to a

pply

thin

king

in a

diff

eren

t way

. We

aske

d in

terv

iew

ees

“How

man

y ba

rber

s ar

e th

ere

in L

A?”

The

guy

who

“co

mpu

ted”

it o

n th

e sp

ot in

the

inte

rvie

w g

ot th

e jo

b.CT

D14

Inno

vativ

enes

s, P

robl

em S

olvi

ng –

the

abili

ty to

iden

tify

prob

lem

s.CV

IT15

Div

erge

nt a

nd c

ritic

al th

inki

ng s

kills

com

bine

d W

ITH

com

plex

com

mun

icat

ion

and

the

capa

city

to s

olve

pro

blem

s an

d m

ake

deci

sion

s. T

hese

ar

e cr

itica

l. W

e ne

ed to

be

thin

king

thro

ugh

thin

gs. A

s I c

onte

mpl

ate

stud

ents

i en

gage

with

this

is a

mis

sing

pie

ce a

long

with

bas

ic li

tera

cy

skill

s.CV

IT16

Wha

t dro

ve o

ur A

uto

Indu

stry

tech

nici

ans

to b

e te

chs?

1. N

eed

to s

olve

pro

blem

s 2.

Nee

d fo

r ap

prec

iatio

n 3.

$$$

EVIT

17Pr

oble

m s

olvi

ng/d

ecis

ion

mak

ing:

num

erou

s em

ploy

ees

have

pro

blem

s w

ith th

is; a

frai

d of

mak

ing

a W

RON

G d

ecis

ion

so m

akin

g N

O d

ecis

ion;

em

ploy

ees

requ

ire

dire

ctio

ns a

t eve

ry s

tep.

NA

VIT

18N

eed

to le

t em

ploy

ees

mak

e m

ista

kes

or th

ey w

ill b

e af

raid

to m

ake

a de

cisi

on. ►

Nee

d to

do

this

in e

duca

tion,

exa

mpl

e, a

s an

em

ploy

ee I

gave

aw

ay $

1000

sof

a to

man

age

com

pany

mis

take

s fo

r cu

stom

erN

AVI

T19

Impo

rtan

t to

be o

n tim

e, p

art o

f a te

am, t

o th

ink

criti

cally

and

kno

w h

ow to

thin

k ou

tsid

e of

the

box.

PCJT

ED20

They

nee

d to

lear

n to

Obs

erve

and

Dra

w C

oncl

usio

ns to

war

d co

nfor

min

g fo

r su

cces

s.PC

JTED

21Ex

ampl

e, w

ith r

efug

ee p

lace

men

t we

have

a ti

me-

fram

e ch

alle

nge.

The

eco

nom

y ha

s fo

rced

us

to c

hang

e ho

w w

e do

thin

gs o

vern

ight

. We

have

to m

ake

our

clie

nts

self-

suff

icie

nt in

4 m

onth

s (a

fter

30

year

s in

a r

efug

ee c

amp)

. 70%

do

not s

peak

Eng

lish.

Cul

tura

l com

pete

ncy

unde

r st

ress

ful c

ondi

tions

(Int

ervi

ewin

g, la

ngua

ge, h

ow o

ne e

xpre

sses

one

self

– ev

en ta

lkin

g ab

out o

nese

lf m

ay b

e di

ffic

ult b

ecau

se o

f cul

tura

l ba

ckgr

ound

). Co

mpl

ex c

omm

unic

atio

n an

d de

cisi

on m

akin

g, p

robl

em s

olvi

ng is

nee

ded.

Px C

ent.

22Cr

itica

l thi

nkin

g co

mpo

nent

– li

sten

ing,

ana

lyzi

ng, a

sses

sing

, cat

egor

izin

g th

en p

robl

em s

olvi

ng a

nd d

ecis

ion

mak

ing.

Thi

s is

Sys

tem

s Th

inki

ng

– ga

ther

a b

ody

of in

form

atio

n an

d pr

oces

sing

it to

get

to a

sol

utio

n.Px

Cen

t.23

Prof

essi

onal

ism

, Com

plex

Com

mun

icat

ion,

Div

erge

nt &

Cri

tical

Thi

nkin

gPx

Cen

t.

DIV

ERG

ENT

& C

RITI

CAL

THIN

KIN

G, P

ROBL

EM S

OLV

ING

, DEC

ISIO

N M

AKI

NG

(Exp

ert T

hink

ing)

24Ex

ampl

e of

Cri

tical

thin

king

, int

erac

ting

with

cus

tom

ers

who

hav

e a

need

Px C

ent.

25Yo

uth

beco

me

pass

ive

in li

fe e

xper

ienc

es b

ecau

se o

f the

DRA

MA

aro

und

them

. We

inco

rpor

ate

life

skill

s, e

ndin

g th

e dr

ama,

dev

elop

ing

an

abili

ty to

cho

ose.

We

see

they

’re

caug

ht in

a g

ener

atio

nal c

ycle

. Nee

d to

em

pow

er th

em to

mak

e de

cisi

ons

to k

eep

them

saf

e.W

AVE

26Ex

pert

thin

king

is h

igh

leve

l. W

hat l

evel

are

we

disc

ussi

ng?

Wes

tMEC

27Th

ink:

Ent

ry L

evel

, fir

st jo

b. N

eed

peop

le to

dem

onst

rate

cer

tain

asp

ects

of t

hese

ski

lls d

epen

ding

on

the

job.

W

estM

EC28

At t

his

colle

ge w

e’ve

cha

nge

the

curr

icul

um in

the

past

2 y

ears

to A

PPLI

CATI

ON

. We

use

real

wor

ld p

robl

ems,

exa

mpl

es: v

irtu

al fo

otba

ll te

am,

stor

y pr

oble

ms

(com

puta

tiona

l thi

nkin

g, p

robl

em s

olvi

ng, c

ritic

al th

inki

ng).

We

need

to g

et th

roug

h el

itism

to c

hang

e ho

w w

e ap

proa

ch

quan

titat

ive

skill

s.YU

MA

29To

p 3:

div

erge

nt/c

ritic

al th

inki

ng; c

ompl

ex c

omm

unic

atio

n; s

elf-

dire

ctio

n/m

otiv

atio

nYU

MA

30Cr

itica

l thi

nkin

g an

d co

mpl

ex c

omm

unic

atio

n ar

e ve

ry im

port

ant i

n th

e ho

spita

l, in

div

erse

jobs

.YU

MA

Stat

emen

tG

roup

61

Colla

bora

tion

MO

RE o

f a c

halle

nge

with

soc

ial m

edia

. Tec

hnol

ogy

incr

ease

s th

e ba

rrie

rs.

CAVI

T2

Tech

nolo

gy a

dds

laye

rs o

f com

plex

ity.

CAVI

T3

OLD

ski

lls: R

eadi

ng, w

ritin

g, s

peak

ing,

list

enin

g –

we

need

inte

grat

ion

of th

ese

skill

s w

ith te

chno

logy

.CA

VIT

4A

ppro

pria

te u

se o

f soc

ial m

edia

Com

bine

d5

App

ropr

iate

use

of s

ocia

l med

ia**

Com

bine

d6

Com

pute

r sk

ill h

elps

them

com

plet

e ta

sks

mor

e qu

ickl

yCo

mbi

ned

7Te

xtin

g, te

chno

logy

ove

rlay

of c

omm

unic

atio

n, N

OT

face

to fa

ce. W

hat f

its th

e au

dien

ce?

Com

bine

d8

Don

’t th

ink

ther

e’s

a di

ffer

ence

in c

omm

unic

atio

n be

twee

n le

tter

and

em

ail.

It’s

non

face

to fa

ce c

omm

unic

atio

n. T

hese

are

tool

s. W

e us

e th

em. T

hey

don’

t use

us.

Com

bine

d9

Soci

al N

etw

orki

ng fo

r Bi

z –

is it

pre

sent

in y

our

com

pany

?CT

D10

We

allo

w te

lew

orki

ng w

hen

poss

ible

. Thi

s ge

nera

tion

is d

iffer

ent.

How

ever

, you

don

’t g

et o

ut th

ere

stra

ight

from

hig

h sc

hool

.CT

D11

I use

it to

com

mun

icat

e w

ith c

lient

s in

wor

kfor

ce.

CTD

12Fa

cebo

ok –

we

have

to to

lera

te th

ese

tool

s bu

t the

y ha

ve to

be

appr

opri

ate

with

them

.CT

D13

Thin

gs a

re in

noce

ntly

sai

d th

at c

reat

e a

lot o

f pro

blem

s. A

t Cou

nty

we

can’

t get

on

soci

al m

edia

, but

peo

ple

brin

g ph

ones

in. T

o th

em [y

oung

] it’

s no

t a b

reac

h of

eth

ics

– w

e ta

lk a

bout

it.

CVIT

14In

cla

ss w

e do

pod

cas

ts. K

ids

don’

t und

erst

and

the

ethi

cs b

ehin

d Fa

cebo

ok. E

xam

ple,

taun

ting

othe

r st

uden

ts e

lect

roni

cally

.CV

IT15

Or

kids

pos

ting

thin

gs th

at a

pot

entia

l em

ploy

er c

an fi

nd o

n th

e w

eb. L

oud

ring

tone

s. T

extin

g al

l the

tim

e.CV

IT16

Exam

ple,

a p

ictu

re o

f a s

tude

nt d

rink

ing

ruin

ed h

er a

pplic

atio

n fo

r a

scho

lars

hip.

We

need

to e

mph

asiz

e th

ese

stor

ies.

CVIT

17Th

ey’r

e no

t bei

ng ta

ught

the

ethi

cs o

f Soc

ial M

edia

use

.CV

IT18

I fee

l at a

loss

bec

ause

I do

n’t u

se s

ocia

l med

ia. W

hen

I bri

ng in

som

eone

new

, I’m

look

ing

for

thos

e sk

ills.

CVIT

19N

ow k

ids

com

mun

icat

e in

140

cha

ract

ers

or le

ss. S

tude

nts

can

do th

is. T

hey

have

no

idea

how

to T

ALK

to a

hum

an b

eing

on

a ph

one.

CVIT

20Is

ther

e a

role

for

soci

al m

edia

in y

our

wor

kpla

ce?

CVIT

21W

e ca

n’t s

top

the

whe

els

from

turn

ing.

How

can

we

inco

rpor

ate

it in

to o

ur w

orkf

orce

? H

ow d

o w

e U

SE th

ose

tool

s an

d sk

ills?

CVIT

22Ec

onom

ic d

evel

opm

ent i

s 95

% s

ocia

l med

ia. W

e ha

ve to

be

able

to g

et o

ut th

e st

ory.

CVIT

23W

e ha

ve tw

itter

, Fac

eboo

k, b

log@

Reso

lutio

n Co

pper

. We

have

onl

y a

coup

le w

ho k

now

how

.CV

IT24

Face

book

is s

tand

ing

in fo

r a

web

pag

e no

w.

CVIT

25H

ave

to s

tay

on to

p of

Soc

ial M

edia

bec

ause

it c

hang

es s

o qu

ickl

y. P

eopl

e no

w a

re c

hoos

ing

whe

re th

ey e

at a

nd g

o ba

sed

on in

fo o

nlin

e.CV

IT26

They

’re

“GPS

ing”

– m

eetin

g @

coo

rdin

ates

CVIT

27In

clud

es e

lect

roni

c di

spat

ch –

com

plex

env

iron

men

tEV

IT28

Soci

al N

etw

orki

ng fo

r Bi

z –

conn

ectio

n to

Eth

ics.

“A

ppro

pria

te”

use

impa

cts

empl

oyab

ility

, soc

ial r

espo

nsib

ility

.EV

IT29

They

mus

t kno

w th

ese

– tw

itter

, tex

ting,

Fac

eboo

kEV

IT30

Exam

ple,

less

than

10%

twee

t, m

ost c

onsi

der

Face

book

to b

e th

e so

cial

net

wor

k.EV

IT

SOCI

AL

NET

WO

RKIN

G F

OR

BUSI

NES

S

31Th

ey’r

e te

ch s

avvy

and

can

figu

re it

out

.EV

IT32

Soci

al m

edia

has

sup

ersi

zed

our

abili

ty to

bro

adca

st in

form

atio

n.EV

IT33

Elec

tron

ic m

edia

ski

lls–

perv

asiv

e w

eb s

urfin

g, F

aceb

ook

(FB)

nee

ds to

be

addr

esse

d.N

AVI

T34

We

are

grad

ed b

ette

r as

a s

tore

if s

ales

ass

ista

nts

offe

r to

hel

p fin

d an

item

out

side

the

stor

e w

hen

not a

vaila

ble

in th

e st

ore.

Thi

s is

not

the

youn

ger

gen

look

ing

for

this

. You

nger

cle

rks

like

to g

o on

line

and

do th

is.

NA

VIT

35Ki

ds c

omm

unic

ate

so w

ell v

ia te

xtin

g an

d FB

but

not

one

on

one.

► a

ffec

ts a

bilit

y to

com

mun

icat

e fa

ce to

face

with

a c

usto

mer

. ►sa

ying

“l

ike”

30

times

►m

aybe

we

shou

ld s

tart

doi

ng o

ur in

terv

iew

s w

ith U

S te

xtin

g.N

AVI

T36

Exam

ple,

pro

fess

iona

l em

ail a

ccou

nts,

not

cra

zyso

ccer

chic

99@

....

PCJT

ED37

Nee

d to

kno

w w

hat i

s ap

prop

riat

e on

Fac

eboo

k an

d m

ySpa

ce (e

tique

tte)

PCJT

ED38

Tech

nolo

gy v

s. fa

ce-t

o-fa

ce, s

kills

mus

t be

taug

ht.

PCJT

ED39

Soci

al N

etw

orki

ng fo

r Bu

sine

ss d

oesn

’t y

et fi

t in

the

busi

ness

mod

el fo

r co

nstr

uctio

n.PC

JTED

40Cr

itica

l for

Bra

ndin

g an

d ad

vert

isin

g –

we

need

to k

eep

up w

ith th

e te

chno

logy

.PC

JTED

41Se

cond

Life

is n

ow b

eing

use

d as

a v

irtu

al w

orld

to c

reat

e bu

sine

ss. P

ulte

is u

sing

it.

PCJT

ED42

This

is th

e st

uden

t’s

wor

ld –

they

are

des

igni

ng a

pps

for

App

le.

PCJT

ED43

Polit

ics

of th

e la

st w

eek

give

s us

an

indi

cato

r of

the

impo

rtan

ce o

f the

se to

ols.

Thi

s is

NO

W!

PCJT

ED44

Tech

nolo

gy a

nd th

e sp

eed

of c

hang

e –

incl

udes

face

to fa

ce. S

ee M

icro

busi

ness

Adv

ance

men

t Cen

ter

http

://m

ac-s

a.or

g/.

PCJT

ED45

Mos

t of u

s do

n’t e

ven

have

a fu

ndam

enta

l und

erst

andi

ng o

f whe

re o

ur k

ids

are

and

wha

t the

y ne

ed to

lear

n. T

extin

g –

we

used

to la

ugh

and

now

it’s

ess

entia

l to

us.

Px C

ent.

46A

DD

beh

avio

r is

rew

arde

d. “

Mov

e fa

st a

nd b

reak

thin

gs”

is th

e fa

cebo

ok m

otto

. Thi

s is

our

you

nger

gen

erat

ion

at w

ork.

Res

umes

are

goi

ng to

be

use

less

sin

ce r

eput

atio

n is

bui

lt on

line.

Goo

d –

bad

– no

ne –

wha

t’s

your

onl

ine

repu

tatio

n? P

eopl

e th

at g

et w

hat’

s go

ing

on d

on’t

mak

e th

e de

cisi

ons

and

vice

ver

sa.

Px C

ent.

47Co

llabo

ratio

n in

this

env

iron

men

t? C

ultu

re a

s ge

nera

tiona

l and

eth

nici

ty. I

nclu

des

tech

nolo

gy, t

ensi

on a

roun

d pr

actic

es fo

r co

mm

unic

atio

n an

d st

yles

. Em

ail n

ot b

eing

use

d an

ymor

e by

you

th –

they

’ve

mov

ed o

n (t

extin

g). N

eed

new

way

s to

bri

dge

old

gaps

.W

AVE

48Po

licie

s an

d pr

oced

ures

at a

ll le

vels

with

my

com

pany

say

NO

text

ing,

NO

FB.

WA

VE49

Yout

h as

sum

e te

xtin

g is

app

ropr

iate

.W

AVE

50Yo

uth

are

not u

sing

tech

nolo

gy to

thei

r ad

vant

age

at w

ork

– ge

nera

lly s

ocia

l use

WA

VE51

At M

ohav

e Co

rrec

tiona

l we

empl

oy 6

00. T

hey

CAN

NO

T br

ing

cell

phon

es in

to th

e fa

cilit

y. D

oing

so

may

res

ult i

n te

rmin

atio

n. F

B an

d tw

itter

ar

e bl

ocke

d.W

AVE

52U

se o

f soc

ial m

edia

is s

ituat

iona

l.W

AVE

53Co

mpl

ex c

omm

unic

atio

n an

d so

cial

net

wor

king

. Wri

tten

AN

D s

poke

n co

mm

unic

atio

n.

Wes

tMEC

54O

verl

ayin

g te

chno

logy

on

com

mun

icat

ion

mak

es it

mor

e co

mpl

ex. W

e ar

e st

rugg

ling

with

term

inol

ogy.

Ele

ctro

nic

skill

s ne

ed to

be

incl

uded

he

re. V

erba

l ski

lls a

re n

eede

d in

this

gen

erat

ion.

W

estM

EC55

Soci

al n

etw

orki

ng is

a T

OO

L, n

ot a

ski

ll. H

as to

be

dire

cted

at c

omm

unic

atio

n.W

estM

EC56

Shou

ld s

ocia

l net

wor

king

be

incl

uded

her

e? [M

ost p

eopl

e in

the

room

indi

cate

d th

ey u

se F

aceb

ook

for

NO

Nso

cial

pur

pose

s.]

Wes

tMEC

57W

e ha

ve d

igita

l mar

ketin

g te

ams

in p

lace

. W

estM

EC58

Soci

al n

etw

orki

ng n

eeds

res

trai

nts

in p

lace

to b

e ef

fect

ive

for

busi

ness

. Add

ress

man

agin

g pu

blic

rec

ords

, eth

ics.

W

estM

EC59

Nee

d aw

aren

ess

that

peo

ple

are

still

pur

chas

ing

IN P

ERSO

N. N

eed

to m

ix s

kill

sets

– e

mpl

oyab

ility

in a

tech

nica

l con

text

. W

estM

EC

60G

eogr

aphi

cally

dis

trib

uted

team

wor

k m

ay o

ccur

thro

ugh

open

net

wor

ks li

ke fa

cebo

ok.

Wes

tMEC

61W

e ne

ed a

ttitu

de, a

ccou

ntab

ility

, com

mon

sen

se, k

now

ledg

e of

how

to tr

eat a

cus

tom

er/p

oten

tial c

usto

mer

, bili

ngua

lism

YUM

A62

Ther

e ar

e pr

ofes

sion

al c

onfli

cts

with

soc

ial n

etw

orki

ng (S

N).

It’s

not

an

inte

rrup

tion

in th

eir

min

ds, b

ut it

sho

ws

up th

at w

ay.

YUM

A63

In h

ospi

tal,

onlin

e ap

plic

atio

ns a

re o

ften

com

plet

ed a

s if

text

ing

a fr

iend

rat

her

than

“2”

the

empl

oyer

. Thi

s is

FRE

QU

ENT.

It’s

diff

icul

t to

scre

en q

ualif

ied

appl

ican

ts.

YUM

A64

“You

sai

d W

HA

T on

Fac

eboo

k?!”

Wha

t is

the

dist

inct

ion

betw

een

wor

k an

d pe

rson

al li

fe?

Som

e pe

ople

are

ver

y go

od a

t use

of t

echn

olog

y –

exam

ple,

vid

eo g

ame

trai

ning

.YU

MA

65SN

is G

ENER

ATI

ON

AL.

It’s

OK!

Wha

t’s

the

real

pro

blem

? W

e fin

d it’

s ea

sy fo

r so

meo

ne to

com

e in

and

look

goo

d at

firs

t [no

t goo

d ov

er lo

ng

haul

].YU

MA

66SN

for

Busi

ness

– S

N is

eng

rain

ed in

thei

r be

ings

. We

have

to e

mbr

ace

it be

caus

e it

draw

s, d

rive

s, c

reat

es a

big

ger

audi

ence

for

us. I

t’s

YUM

A67

We

don’

t hav

e a

chal

leng

e w

ith e

ntry

leve

l but

sim

ply

findi

ng s

kille

d la

bor

and

reta

inin

g it.

[Is

this

a c

hang

ing

indu

stry

req

uiri

ng d

iffer

ent s

ets

of s

kills

?] Y

es, w

e sp

ent 5

mon

ths

look

ing

for

an o

nlin

e co

nten

t man

ager

.YU

MA

Stat

emen

tG

roup

7G

eogr

aphi

cally

dis

trib

uted

team

wor

k m

ay o

ccur

thro

ugh

open

net

wor

ks li

ke fa

cebo

ok.

Wes

tMEC

WO

RKIN

G O

NLI

NE

IN G

EOG

RAPH

ICA

LLY

DIS

TRIB

UTE

D T

EAM

S

Stat

emen

tG

roup

81

Com

plex

Com

mun

icat

ion

is im

port

ant –

tran

sfer

of k

now

ledg

e is

com

plex

ity, e

ssen

tial t

o a

team

.CA

VIT

2Ex

ampl

e, “

Can’

t hav

e th

ese

3 pe

ople

wor

king

toge

ther

– th

ey d

on’t

get

alo

ng.”

?! M

odel

com

mun

icat

ion!

!!CA

VIT

3Co

llabo

ratio

ns s

kills

are

ess

entia

l, an

app

reci

atio

n th

at I’

m p

art o

f a b

igge

r pu

zzle

. The

TEA

M &

CO

MPA

NY

mus

t sho

w u

p an

d be

sho

wn.

CAVI

T4

Colla

bora

tion

MO

RE o

f a c

halle

nge

with

soc

ial m

edia

. Tec

hnol

ogy

incr

ease

s th

e ba

rrie

rs.

CAVI

T5

Toda

y’s

Wor

kpla

ce: c

ompl

ex c

omm

unic

atio

n m

ay in

clud

e co

llabo

ratio

n. D

oes

the

wor

d “c

ompl

ex”

chan

ge y

our

resp

onse

?Co

mbi

ned

6Pa

rt o

f the

team

Com

bine

d7

Colla

bora

tion

Com

bine

d8

Colla

bora

tion

– w

ork

toge

ther

tow

ard

com

mon

goa

ls, r

espe

ctfu

l of s

tren

gths

and

wea

knes

ses.

All

phas

es o

f soc

iety

nee

d th

is.

Com

bine

d9

Impo

rtan

t to

be o

n tim

e, p

art o

f a te

am, t

o th

ink

criti

cally

and

kno

w h

ow to

thin

k ou

tsid

e of

the

box.

PCJT

ED10

An

entr

y le

vel e

mpl

oyee

is a

TEA

M M

EMBE

R –

empl

oyer

and

em

ploy

ee n

eed

awar

enes

s. E

xam

ple,

McD

onal

ds e

ntry

to o

wne

rshi

pPC

JTED

11M

ore

can

be a

ccom

plis

hed

for

the

good

of t

he W

HO

LE if

all

have

thei

r ey

es o

n it.

Exa

mpl

e, “

You

are

part

of t

he h

ealin

g pr

oces

s fo

r on

e pe

rson

.” A

ttitu

de is

wor

ked

upon

by

TEA

M.

PCJT

ED12

Colla

bora

tion

and

Initi

ativ

e/Se

lf-D

irec

tion

are

need

ed b

oth

in th

e ed

ucat

ion

envi

ronm

ent A

ND

in th

e w

orkp

lace

, but

they

look

diff

eren

t. H

ow

does

this

tie

into

my

job

in a

com

pany

? W

hat’

s m

y pa

rt?

Px C

ent.

13Cu

ltura

l Com

pete

ncy

is a

t the

top

also

. I d

o In

terg

ener

atio

nal T

rain

ing.

We

now

hav

e 4

gene

ratio

ns in

the

wor

kpla

ce. T

here

are

bar

rier

s w

ithin

or

gani

zatio

ns th

at a

re in

the

way

of b

ring

ing

peop

le to

geth

er to

col

labo

rate

– a

ge, r

ace,

etc

. Pro

babl

y ba

sed

in p

erce

ptio

n. L

eade

rs n

eed

to

stri

ke d

own

myt

hs, s

hoot

for

com

mon

goa

ls. T

hese

are

freq

uent

pro

blem

s am

ong

my

clie

nts.

Px C

ent.

14N

SF g

rant

thro

’ MCC

C. T

each

ers

and

stud

ents

are

bei

ng tr

aine

d TO

GET

HER

, cre

atin

g co

llabo

ratio

n be

twee

n st

uden

ts a

nd te

ache

rs (b

eyon

d ap

preh

ensi

on to

pro

duct

ivity

).Px

Cen

t.15

We

have

a c

olla

bora

tive

CS e

ffor

t in

hosp

italit

y –

UM

OM

, Hum

ane

Soci

ety

Px C

ent.

16Co

llabo

ratio

n in

this

env

iron

men

t? C

ultu

re a

s ge

nera

tiona

l and

eth

nici

ty. I

nclu

des

tech

nolo

gy, t

ensi

on a

roun

d pr

actic

es fo

r co

mm

unic

atio

n an

d st

yles

. Em

ail n

ot b

eing

use

d an

ymor

e by

you

th –

they

’ve

mov

ed o

n (t

extin

g). N

eed

new

way

s to

bri

dge

old

gaps

.W

AVE

17A

s a

COM

MU

NIT

Y w

e co

llabo

rate

, doi

ng m

ore

with

less

mon

ey, a

nd fl

exib

ility

is a

req

uire

men

t. C

reat

ive

idea

s ne

ed to

be

ackn

owle

dged

.YU

MA

18Co

llabo

ratio

n –

may

hav

e a

tech

nica

l tea

mw

ork

skill

but

lack

the

com

mun

icat

ive

abili

ty th

at m

akes

it w

ork.

YUM

A19

Team

vs.

dic

tato

rial

lead

ersh

ip –

nee

d to

rec

ogni

ze v

alue

of p

eopl

e w

e de

al w

ith. W

e ar

e al

l mem

bers

of t

he c

omm

unity

in w

hich

we

live,

N

OT

touc

h-fe

ely

but r

ealis

tic a

sses

smen

t. T

his

is a

par

t of c

olla

bora

tion.

YUM

A

COLL

ABO

RATI

ON

Stat

emen

tG

roup

91

Lega

l and

Eth

ical

Pra

ctic

e***

and

Pro

fess

iona

lism

– ½

of e

ach

sess

ion/

less

on is

on

thes

e 2

CAVI

T1

2H

ones

t, e

xpec

ting

peop

le to

be

hone

st a

nd o

pen

Com

bine

d1

3Le

gal a

nd e

thic

al c

once

rns

Com

bine

d1

4H

ones

tyCo

mbi

ned

15

Criti

cal t

o ha

ve a

con

vers

atio

n ab

out e

xpec

tatio

ns. E

xam

ple,

nar

cotic

s w

e m

issi

ng a

nd a

nur

se w

as id

entif

ied.

She

sai

d “I

nee

d he

lp.”

You

wor

k w

ith a

per

son

like

that

. How

ever

, fai

lure

to a

dmit

such

a m

ista

ke m

ay h

ave

a di

ffer

ent r

esul

t.CT

D1

6Re

: Pen

alty

of P

erju

ry d

ocum

ent s

igne

d. W

e te

ll ne

w h

ires

that

we

are

a Ty

pe A

Com

pany

– d

o w

hat y

ou s

igne

d up

to d

o! “

One

of y

ou is

goi

ng

to g

et fi

red

this

wee

k be

caus

e yo

u’ll

deci

de n

ot to

sho

w u

p.”

CTD

17

Empl

oyee

hon

esty

is im

port

ant a

nd c

hang

es th

e co

nseq

uenc

es fo

r m

ista

kes.

CTD

18

Nee

d to

und

erst

and

that

ther

e ar

e co

nseq

uenc

es fo

r la

ck o

f aw

aren

ess.

CTD

19

Thin

gs a

re in

noce

ntly

sai

d th

at c

reat

e a

lot o

f pro

blem

s. A

t Cou

nty

we

can’

t get

on

soci

al m

edia

, but

peo

ple

brin

g ph

ones

in. T

o th

em [y

oung

] it’

s no

t a b

reac

h of

eth

ics

– w

e ta

lk a

bout

it.

CVIT

110

They

’re

not b

eing

taug

ht th

e et

hics

of S

ocia

l Med

ia u

se.

CVIT

111

Inab

ility

to p

ass

a dr

ug s

cree

ning

. We

have

a lo

t of t

rain

ing

on th

is. D

rug

test

s be

fore

hir

e, th

en r

ando

mly

onc

e hi

red.

CVIT

112

San

Carl

os is

bui

ldin

g a

huge

hos

pita

l, hi

ring

nat

ive

first

. By

the

time

31 p

eopl

e go

t thr

ough

thet

dru

g te

stin

g, o

nly

11 w

ere

left

.CV

IT1

13Le

gal a

nd e

thic

al s

kills

are

a m

ajor

issu

e.CV

IT1

14La

ck o

f sel

f-co

ntro

l.CV

IT1

15“Y

our

kids

che

atin

g.”

“Nah

, not

my

kid.

”CV

IT1

16Ef

fect

on

bott

om li

ne. E

xam

ple,

giv

ing

away

sub

s on

the

job

as c

omm

unity

ser

vice

.CV

IT1

17So

cial

Net

wor

king

for

Biz

– co

nnec

tion

to E

thic

s. “

App

ropr

iate

” us

e im

pact

s em

ploy

abili

ty, s

ocia

l res

pons

ibili

ty.

EVIT

118

Ethi

cs –

put

ting

in h

ours

of W

ORK

, fin

ding

som

ethi

ng to

do.

EVIT

119

Stud

ents

like

col

labo

ratin

g. T

he #

1 is

sue

is e

thic

s. T

hey

have

no

prob

lem

ste

alin

g. It

is s

ocia

lly a

ccep

tabl

e. N

ot b

usin

ess

ethi

cs, j

ust p

lain

et

hics

. Exa

mpl

e, c

loth

ing,

giv

ing

subs

to fr

iend

s fo

r a

tota

l of $

60K

for

the

year

– d

idn’

t und

erst

and

that

it w

as w

rong

bec

ause

he

was

n’t t

akin

g th

em h

imse

lf.EV

IT1

20St

uden

ts a

re h

ighl

y cr

eativ

e ab

out w

orki

ng a

roun

d et

hica

l con

cern

s th

ey d

on’t

like

.EV

IT1

21Le

gal a

nd E

thic

al –

this

is b

asic

. A jo

b is

a p

rivi

lege

. Thi

s is

not

taug

ht in

our

sch

ools

. Eth

ics,

val

ues

and

relig

ion

wer

e ta

ught

in m

y sc

hool

. [Th

is

gen

says

] “I e

xpec

t to

be tr

eate

d th

e w

ay I

wan

t to

be tr

eate

d.”

Px C

ent.

122

Corp

orat

ions

/bus

ines

ses

have

take

n so

muc

h aw

ay fr

om th

e em

ploy

ee th

at th

ere

is n

o lo

yalty

any

long

er, i

n ei

ther

dir

ectio

n. E

xam

ple,

W

isco

nsin

cut

ting

pens

ions

. Ent

itlem

ent v

s. L

oss

(loya

lty a

nd r

esou

rces

)Px

Cen

t.1

23W

e ar

e lo

okin

g fo

r: p

eopl

e w

ho s

how

up

on ti

me,

kno

w w

ho th

e bo

ss is

, are

ser

ious

abo

ut s

afet

y on

the

job

site

, and

don

’t r

ip o

ff th

e bu

sine

ss.

YUM

A1

LEG

AL

AN

D E

THIC

AL

PRA

CTIC

E

Stat

emen

tG

roup

101

Lega

l and

Eth

ical

Pra

ctic

e***

and

Pro

fess

iona

lism

– ½

of e

ach

sess

ion/

less

on is

on

thes

e 2

CAVI

T2

Tim

elin

ess

(abi

lity

to m

anag

e se

lf) –

Pro

fess

iona

lism

? M

ust l

earn

to B

E TH

ERE.

Initi

ativ

e &

Sel

f-D

irec

tion?

No.

As

an e

mpl

oyer

, I m

anag

e th

eir

activ

ities

.CA

VIT

3La

zine

ss is

evi

dent

in c

lass

room

s, in

em

ploy

ees.

“I d

on’t

wan

t to

wor

k th

at h

ard.

“ T

he la

men

t.CA

VIT

4M

y w

ork

ethi

c de

velo

ped

as a

CTE

alu

mna

with

a P

hD, n

ow a

sup

erin

tend

ent.

CAVI

T5

Acc

ount

abili

ty**

*is

mis

sing

from

the

list.

Pro

fess

iona

l sta

ndar

d of

beh

avio

r?CA

VIT

6Ti

mel

ines

s an

d su

ch b

ehav

iors

sho

uld

be p

ract

iced

in r

elat

ions

hip

to c

lass

es. E

xam

ple,

allo

win

g ex

tra

cred

it in

pla

ce o

f tim

ely

subm

issi

on o

f w

ork.

BU

T su

peri

nten

dent

s ge

t cal

ls fr

om p

aren

ts w

ho w

ant t

heir

chi

ld o

ff th

e ho

ok. P

aren

ts a

ctua

lly e

nabl

e it

and

wea

r te

ache

rs d

own.

CAVI

T7

Prof

essi

onal

ism

not

nec

essa

rily

see

n as

app

licab

le a

cros

s pr

ofes

sion

s/bu

sine

ss/i

ndus

try.

Acc

ount

abili

ty m

aybe

inst

ead.

CAVI

T8

Att

itude

**Co

mbi

ned

9Pr

ofes

sion

alis

m**

**Co

mbi

ned

10Be

Pre

sent

Com

bine

d11

Basi

c Sk

ills:

Cha

ract

er**

, int

egri

ty, s

how

up

for

wor

k!Co

mbi

ned

12So

ft S

kills

: sho

win

g up

on

time,

dep

enda

bilit

y, m

atur

ity, i

nteg

rity

*, c

omm

unic

atio

nCo

mbi

ned

13A

ppro

pria

te u

se o

f soc

ial m

edia

Com

bine

d14

Wor

k et

hic

Com

bine

d15

App

eara

nce:

gro

omin

g an

d dr

essi

ng*

Com

bine

d16

App

ropr

iate

use

of s

ocia

l med

ia**

Com

bine

d17

Prid

e in

a jo

b w

ell d

one

Com

bine

d18

Lead

by

exam

ple

Com

bine

d19

Sepa

ratio

n of

per

sona

l and

pro

fess

iona

l life

Com

bine

d20

Hon

est,

exp

ectin

g pe

ople

to b

e ho

nest

and

ope

nCo

mbi

ned

21Pr

ofes

sion

al d

ress

– n

eed

to im

pres

s M

E, n

ot th

eir

frie

nds

Com

bine

d22

We

need

to b

e ca

refu

l abo

ut a

ppea

ranc

e in

det

erm

inin

g a

pers

on’s

abi

litie

s. N

on ju

dgm

enta

l.Co

mbi

ned

23I a

ddre

ss d

ress

cod

e fir

st in

hea

lthca

re. A

ppea

ranc

e su

ppor

ts p

atie

nt tr

ust i

n th

eir

care

.Co

mbi

ned

24Ex

ampl

e, s

hoe

stor

e jo

b in

the

past

, we

dres

sed

in a

full

suit

and

whi

te s

hirt

.Co

mbi

ned

25Ex

ampl

e, F

airc

hild

eng

inee

rs: V

Ps w

ould

com

e fr

om N

Y to

the

plan

t. E

ngin

eers

and

wor

kers

wou

ld w

atch

dri

vers

sitt

ing

out i

n th

e he

at a

nd

deci

ded

som

ethi

ng n

eede

d to

cha

nge.

The

y st

arte

d th

eir

own

com

pany

– In

tel:

dres

s as

you

wan

t; w

ork

whe

re y

ou w

ant;

put

in y

our

40

hour

s.Co

mbi

ned

26W

hat i

s ap

prop

riat

e fo

r D

IFFE

REN

T jo

bs?

exam

ple,

gam

e st

ore

– a

nose

rin

g is

app

ropr

iate

.Co

mbi

ned

27Bu

sine

ss e

tique

tte

si m

issi

ng.

Com

bine

d28

In te

stin

g/ev

alua

ting

IT s

yste

ms,

Pro

fess

iona

lism

. The

y re

pres

ent o

ur c

ompa

ny a

nd fi

rst i

mpr

essi

on is

impo

rtan

t. A

fter

that

, Com

plex

Co

mm

unic

atio

n –

the

abili

ty to

rec

eive

, dig

est,

pro

cess

and

ret

urn

com

mun

icat

ion

is e

ssen

tial (

our

clie

nt’s

are

in D

efen

se, f

rom

gen

eral

s to

CE

Os)

.CT

D

PRO

FESS

ION

ALI

SM

29Co

mm

unic

atio

n co

mpe

tenc

y is

hug

e –

expl

anat

ions

to c

usto

mer

s. 9

0% o

f our

em

ploy

ees

are

loca

l and

und

er th

e ag

e of

26.

Exa

mpl

e, 2

4 ye

ar

old,

mar

ried

with

bab

y, h

ad p

robl

em r

unni

ng o

ff m

outh

. He

said

the

wro

ng th

ing

to th

e w

rong

per

son.

Tho

ught

he

shou

ld b

e tr

eate

d sp

ecia

l –

lost

his

$50

/hou

r jo

b. W

e ha

ve a

no

tole

ranc

e po

licy

for

this

kin

d of

beh

avio

r. H

ow d

o yo

u te

ach

Man

ners

?CT

D30

In m

y fie

ld a

nd w

ith s

ocie

ties

char

acte

rist

ics,

Pro

fess

iona

lism

. App

eara

nce

mat

ters

to a

pat

ient

in h

ealth

care

. The

ir li

fe is

in y

our

hand

s. T

his

is

#1!

CTD

31Im

port

ant t

o be

on

time,

dep

enda

ble,

acc

ount

able

, ask

ing

ques

tions

, dre

ss fo

r ot

hers

not

sel

f. Ex

ampl

e, e

ntre

pren

eurs

hip

prog

ram

cre

ated

a

fictit

ious

bus

ines

s an

d pe

ople

in fi

eld

judg

ed a

nd c

ritiq

ued

ever

ythi

ng a

bout

it.

CTD

32La

unch

in L

ife p

rogr

am in

clud

es: f

inan

ces,

inte

rvie

win

g te

chni

ques

, res

ume

wri

ting,

kno

win

g in

divi

dual

ski

ll se

ts, u

nder

stan

ding

con

nect

ion

betw

een

educ

atio

n an

d qu

ality

of l

ife. 4

H is

taki

ng th

e cu

rric

ulum

to U

of A

for

peer

rev

iew

in o

rder

to p

repa

re fo

r a

stat

ewid

e la

unch

.CT

D33

Maj

ority

of o

ur h

ires

are

ass

ocia

te le

vel.

We

have

onl

ine

cour

ses

and

empl

oyee

s sa

y “w

ho’s

goi

ng to

pay

me

to s

pend

tim

e on

this

?” T

hey

wan

t to

do it

on

wor

k tim

e. T

he m

ore

dive

rse

your

ski

lls, t

he m

ore

I can

use

you

. The

y as

k, “

How

muc

h do

you

mak

e? I

wan

t you

r jo

b.”

CTD

34Cr

itica

l to

have

a c

onve

rsat

ion

abou

t exp

ecta

tions

. Exa

mpl

e, n

arco

tics

we

mis

sing

and

a n

urse

was

iden

tifie

d. S

he s

aid

“I n

eed

help

.” Y

ou w

ork

with

a p

erso

n lik

e th

at. H

owev

er, f

ailu

re to

adm

it su

ch a

mis

take

may

hav

e a

diff

eren

t res

ult.

CTD

35Se

vera

l ste

ps a

nd r

etra

inin

g re

late

d to

mis

take

s.CT

D36

Re: P

enal

ty o

f Per

jury

doc

umen

t sig

ned.

We

tell

new

hir

es th

at w

e ar

e a

Type

A C

ompa

ny –

do

wha

t you

sig

ned

up to

do!

“O

ne o

f you

is g

oing

to

get

fire

d th

is w

eek

beca

use

you’

ll de

cide

not

to s

how

up.

”CT

D37

Prof

essi

onal

ism

– c

ome

to w

ork

on ti

me.

Bec

ause

of t

he la

ck o

f dis

cipl

ine,

we

don’

t hir

e ki

ds a

nym

ore,

and

the

stor

e us

ed to

be

a tr

aini

ng

grou

nd.

CVIT

38Ki

ds w

ho g

ot m

ad a

nd w

alke

d of

f the

job

into

the

mili

tary

cam

e ba

ck a

nd a

polo

gize

d.CV

IT39

We

have

em

ploy

ees

com

e in

late

and

leav

e ea

rly.

The

y’ve

lost

the

driv

e of

old

er w

orke

rs. R

espo

nsib

ility

was

som

ethi

ng w

e le

arne

d fr

om

mot

hers

/fat

hers

. Now

peo

ple

see

no c

onse

quen

ce in

lett

ing

othe

r w

orke

rs d

own.

CVIT

40In

abili

ty to

pas

s a

drug

scr

eeni

ng. W

e ha

ve a

lot o

f tra

inin

g on

this

. Dru

g te

sts

befo

re h

ire,

then

ran

dom

ly o

nce

hire

d.CV

IT41

San

Carl

os is

bui

ldin

g a

huge

hos

pita

l, hi

ring

nat

ive

first

. By

the

time

31 p

eopl

e go

t thr

ough

thet

dru

g te

stin

g, o

nly

11 w

ere

left

.CV

IT42

Lega

l and

eth

ical

ski

lls a

re a

maj

or is

sue.

CVIT

43La

ck o

f sel

f-co

ntro

l.CV

IT44

“You

r ki

ds c

heat

ing.

” “N

ah, n

ot m

y ki

d.”

CVIT

45Th

ings

are

inno

cent

ly s

aid

that

cre

ate

a lo

t of p

robl

ems.

At C

ount

y w

e ca

n’t g

et o

n so

cial

med

ia, b

ut p

eopl

e br

ing

phon

es in

. To

them

[you

ng]

it’s

not a

bre

ach

of e

thic

s –

we

talk

abo

ut it

.CV

IT46

In c

lass

we

do p

od c

asts

. Kid

s do

n’t u

nder

stan

d th

e et

hics

beh

ind

Face

book

. Exa

mpl

e, ta

untin

g ot

her

stud

ents

ele

ctro

nica

lly.

CVIT

47O

r ki

ds p

ostin

g th

ings

that

a p

oten

tial e

mpl

oyer

can

find

on

the

web

. Lou

d ri

ng to

nes.

Tex

ting

all t

he ti

me.

CVIT

48Ex

ampl

e, a

pic

ture

of a

stu

dent

dri

nkin

g ru

ined

her

app

licat

ion

for

a sc

hola

rshi

p. W

e ne

ed to

em

phas

ize

thes

e st

orie

s.CV

IT49

They

’re

not b

eing

taug

ht th

e et

hics

of S

ocia

l Med

ia u

se.

CVIT

50Et

hics

– p

uttin

g in

hou

rs o

f WO

RK, f

indi

ng s

omet

hing

to d

o.EV

IT51

We

take

for

gran

ted

that

kid

s ha

ve s

ome

kind

of w

ork

ethi

c. E

xam

ple,

a y

oung

man

did

all

of th

e w

ork

on h

is b

oss’

s lis

t, s

o he

wen

t hom

e at

1:

00 in

stea

d of

5:0

0.EV

IT52

Be p

rofe

ssio

nal

EVIT

53N

eed

to s

et b

ound

arie

s –

awar

enes

s, u

nder

stan

ding

, iss

ues

of e

ntitl

emen

t – w

here

are

the

lines

?EV

IT54

Tran

slat

e sk

ills

to b

usin

ess,

est

ablis

h di

ffer

ence

s.EV

IT55

Wor

k et

hic

vs. s

ense

of e

ntitl

emen

t. E

ntry

leve

ls n

eed

to W

ORK

thei

r w

ay u

p, s

tart

ing

with

Exc

el, W

ord,

etc

.EV

IT56

Whe

re is

the

wor

k et

hic

taug

ht?

Colle

ge?

Gra

de s

choo

l? W

here

is th

e co

mm

itmen

t? Is

it a

cou

rse,

a s

tand

ard

proc

edur

e?EV

IT57

Exam

ple,

use

d th

e sc

out o

ath

as a

n in

stru

ctio

nal t

ool a

t Har

vard

Bus

ines

s Sc

hool

.EV

IT58

Wor

k et

hic

was

taug

ht in

ele

men

tary

sch

ool a

nd a

t hom

e on

the

farm

. Hom

e hi

stor

ical

ly is

the

plac

e. T

he id

ea o

f inc

reas

ing

acco

unta

bilit

y th

roug

h sc

hool

yea

rs is

ther

e as

wel

l.EV

IT59

Elec

tron

ic m

edia

ski

lls–

perv

asiv

e w

eb s

urfin

g, F

aceb

ook

(FB)

nee

ds to

be

addr

esse

d.N

AVI

T60

Doi

ng a

goo

d jo

b to

KEE

P a

job

NA

VIT

61ex

ampl

e, e

mpl

oyee

faile

d to

tell

empl

oyer

he

wou

ld b

e go

ne fo

r a

few

day

sN

AVI

T62

Intr

insi

c m

otiv

atio

n. P

ride

in w

ork.

How

do

we

teac

h th

is?

NA

VIT

63“I

f you

’re

sche

dule

d to

go

to w

ork,

go

to w

ork!

” A

tten

danc

e is

my

hot b

utto

n –

dete

rmin

es w

ho I’

m g

oing

to “

like.

”N

AVI

T64

We

find

Mon

day

and

Frid

ay a

bsen

ces

are

high

.N

AVI

T65

This

is c

ritic

al to

bus

ines

s be

caus

e I d

on’t

sta

ff m

y st

ore

extr

a fo

r th

is. D

irec

t im

pact

on

bott

om li

ne.

NA

VIT

66Ci

ty o

f Hol

broo

k re

quir

es d

octo

r no

tes

for

Mon

day

and

Frid

ay a

bsen

ces.

NA

VIT

67W

hen

we

inte

rvie

w, t

hese

item

s ar

e cr

itica

l to

us a

s w

ell a

s 10

key

a nd

mat

h. A

lso

need

to c

ome

in w

ith e

nthu

sias

m a

nd p

rofe

ssio

nalis

m o

r th

ey w

on’t

get

/kee

p th

e jo

b.N

AVI

T68

We

wou

ld h

ire

for

ATT

ITU

DE

and

trai

n fo

r ap

titud

e.N

AVI

T69

I can

teac

h so

meo

ne h

ow to

dri

ve a

bus

, but

I ne

ed th

em to

sho

w u

p sm

iling

, rea

dy to

lear

n.N

AVI

T70

We

hire

for

attit

ude

(thi

s is

the

bust

er fo

r m

e) b

ut w

e do

nee

d th

e m

echa

nica

l thi

ngs.

NA

VIT

71I h

ired

a 6

0 ye

ar o

ld h

air

dres

ser

and

trai

ned

her

to b

e a

bank

telle

r. S

he is

now

a s

enio

r te

ller.

Whe

n I f

irst

hir

ed h

er, m

y co

lleag

ues

thou

ght I

w

as c

razy

.N

AVI

T72

Dri

vers

on

deliv

ery

– go

od a

ttitu

de is

ess

entia

l (ex

. con

cret

e). I

t ref

lect

s on

com

pany

.N

AVI

T73

Impo

rtan

t to

be o

n tim

e, p

art o

f a te

am, t

o th

ink

criti

cally

and

kno

w h

ow to

thin

k ou

tsid

e of

the

box.

PCJT

ED74

C&I c

an b

e ne

gate

d in

the

wor

kpla

ce a

nd s

tude

nts

need

to u

nder

stan

d th

is a

nd th

at it

may

stim

ulat

e ot

her

idea

s. It

req

uire

s pe

rsis

tenc

e an

d ta

kes

time.

Per

haps

mor

e im

port

ant i

s en

thus

iasm

.PC

JTED

75A

lso

conc

erne

d w

ith h

ow p

eopl

e an

swer

que

stio

ns a

s w

ell a

s as

k.PC

JTED

76Ex

ampl

e, p

rofe

ssio

nal e

mai

l acc

ount

s, n

ot c

razy

socc

erch

ic99

@...

.PC

JTED

77N

eed

to k

now

wha

t is

appr

opri

ate

on F

aceb

ook

and

myS

pace

(etiq

uett

e)PC

JTED

78Pr

ofes

sion

alis

m, C

ompl

ex C

omm

unic

atio

n, D

iver

gent

& C

ritic

al T

hink

ing

Px C

ent.

79Pr

ofes

sion

alis

m a

nd th

e ba

sics

of r

eadi

ng a

nd w

ritin

gPx

Cen

t.80

Bein

g on

tim

e an

d pr

esen

t is

som

ethi

ng w

e va

lue.

Px C

ent.

81It

is h

ard

to g

et p

eopl

e to

com

e in

to th

e ut

ility

indu

stry

. It t

akes

man

y ye

ars

of h

ard

wor

k, w

ith s

win

g sh

ifts,

dan

ger

and

a st

eep

trai

ning

cur

ve.

Inst

ant g

ratif

icat

ion?

Zer

o.Px

Cen

t.82

Mor

e em

phas

is n

eede

d on

cha

ract

er - ►

How

do

you

keep

up

with

that

, man

age

that

? ►

It’s

an

issu

es o

f div

ersi

ty. C

hara

cter

is n

ot th

e sa

me

in d

iffer

ent c

ultu

res.

►D

oes

this

hav

e to

do

with

pro

fess

iona

lism

?W

AVE

83Po

licie

s an

d pr

oced

ures

at a

ll le

vels

with

my

com

pany

say

NO

text

ing,

NO

FB.

WA

VE84

Yout

h as

sum

e te

xtin

g is

app

ropr

iate

.W

AVE

85Yo

uth

are

not u

sing

tech

nolo

gy to

thei

r ad

vant

age

at w

ork

– ge

nera

lly s

ocia

l use

WA

VE

86A

t Moh

ave

Corr

ectio

nal w

e em

ploy

600

. The

y CA

NN

OT

brin

g ce

ll ph

ones

into

the

faci

lity.

Doi

ng s

o m

ay r

esul

t in

term

inat

ion.

FB

and

twitt

er

are

bloc

ked.

WA

VE87

Basi

cs: s

peak

to p

eopl

e, m

ath,

sho

w u

p on

tim

e, d

ress

pro

perl

y, h

ygie

ne –

the

rest

em

ploy

ers

wan

t to

trai

n.

Wes

tMEC

88W

e ne

ed a

ttitu

de, a

ccou

ntab

ility

, com

mon

sen

se, k

now

ledg

e of

how

to tr

eat a

cus

tom

er/p

oten

tial c

usto

mer

, bili

ngua

lism

YUM

A89

Are

they

abl

e to

art

icul

ate

wha

t’s

been

don

e in

the

past

? A

re th

ey a

ble

to d

escr

ibe

the

syst

ems

they

use

? W

e ga

ther

info

rmat

ion

thro

ugh

ques

tions

. We

also

do

2-w

ay c

omm

unic

atio

n ch

ecks

.YU

MA

90Pr

ofes

sion

alis

m b

ecau

se th

ey a

re d

ealin

g w

ith p

erso

nal i

nfor

mat

ion

(hea

lthca

re)

YUM

A91

Ther

e ar

e pr

ofes

sion

al c

onfli

cts

with

soc

ial n

etw

orki

ng (S

N).

It’s

not

an

inte

rrup

tion

in th

eir

min

ds, b

ut it

sho

ws

up th

at w

ay.

YUM

A92

In h

ospi

tal,

onlin

e ap

plic

atio

ns a

re o

ften

com

plet

ed a

s if

text

ing

a fr

iend

rat

her

than

“2”

the

empl

oyer

. Thi

s is

FRE

QU

ENT.

It’s

diff

icul

t to

scre

en q

ualif

ied

appl

ican

ts.

YUM

A93

We

are

look

ing

for:

peo

ple

who

sho

w u

p on

tim

e, k

now

who

the

boss

is, a

re s

erio

us a

bout

saf

ety

on th

e jo

b si

te, a

nd d

on’t

rip

off

the

busi

ness

.YU

MA

94Ex

ampl

e, T

o bo

ss: “

How

’s it

goi

ng?

Can

I bor

row

mon

ey?”

YUM

A95

It’s

the

Goo

gle

effe

ct, s

eein

g ho

w it

is e

lsew

here

and

wan

ting

to c

reat

e if

for

one’

s se

lf. “

Can

I bri

ng m

y do

g to

wor

k?”

YUM

A96

Can

we

teac

h at

titud

e? o

f do

circ

umst

ance

s ch

ange

this

? Bu

sine

sses

are

not

soc

ial s

ervi

ce a

genc

ies

– th

ey n

eed

to p

rofit

.YU

MA

97W

e ca

n’t m

anag

e at

titud

e, o

nly

beha

vior

s.YU

MA

98“Y

ou s

aid

WH

AT

on F

aceb

ook?

!” W

hat i

s th

e di

stin

ctio

n be

twee

n w

ork

and

pers

onal

life

? So

me

peop

le a

re v

ery

good

at u

se o

f tec

hnol

ogy

– ex

ampl

e, v

ideo

gam

e tr

aini

ng.

YUM

A99

The

psyc

he o

f all

peop

le is

aff

ecte

d by

one

who

doe

sn’t

eng

age

on th

e jo

b (la

zy)

CVIT

Stat

emen

tG

roup

111

Tim

elin

ess

(abi

lity

to m

anag

e se

lf) –

Pro

fess

iona

lism

? M

ust l

earn

to B

E TH

ERE.

Initi

ativ

e &

Sel

f-D

irec

tion?

No.

As

an e

mpl

oyer

, I m

anag

e th

eir

activ

ities

.CA

VIT

2In

itiat

ive

& S

elf-

Dir

ectio

n –

som

eone

that

doe

sn’t

WA

IT to

be

told

wha

t to

do.

CAVI

T3

Att

itude

**Co

mbi

ned

4Be

Pre

sent

Com

bine

d5

Soft

Ski

lls: s

how

ing

up o

n tim

e, d

epen

dabi

lity,

mat

urity

, int

egri

ty*,

com

mun

icat

ion

Com

bine

d6

Prid

e in

a jo

b w

ell d

one

Com

bine

d7

Lead

by

exam

ple

Com

bine

d8

Ther

e ar

e tim

es w

hen

it’s

impo

rtan

t NO

T to

go

beyo

nd w

hat I

’m a

sked

to d

o. It

may

cre

ate

prob

lem

s. E

xam

ple,

inju

ry. C

ritic

al T

hink

ing

incl

udes

kno

win

g yo

ur li

mits

.Co

mbi

ned

9If

aski

ng q

uest

ions

is e

ncou

rage

d, it

impr

oves

the

dial

og a

nd b

uild

s re

latio

nshi

ps.

Com

bine

d10

Initi

ativ

e an

d se

lf-di

rect

ion*

, sel

f-m

otiv

atio

nCo

mbi

ned

11Co

nfid

ence

**Co

mbi

ned

12Re

spec

t of s

elf a

nd o

ther

s**

(giv

en a

nd r

ecei

ved)

Com

bine

d13

Filli

ng o

ut a

n ap

plic

atio

n an

d re

sum

e pr

oper

ly, i

nter

view

pre

para

tion

Com

bine

d14

Ask

ing

has

to d

o w

ith c

onfid

ence

, sel

f-es

teem

, res

pect

of s

elf a

nd o

ther

s. E

xam

ple,

col

lege

stu

dent

wen

t to

anot

her

depa

rtm

ent t

o as

k a

ques

tion

– di

d no

t ask

me!

Com

bine

d15

How

impo

rtan

t is

it to

hav

e pe

ople

take

initi

ativ

e vs

. wai

ting

for

dire

ctio

n?Co

mbi

ned

16In

our

org

aniz

atio

n w

e m

easu

re e

mpl

oyee

s on

initi

ativ

e, to

look

pas

t the

job

they

’re

doin

g to

the

next

job.

Com

bine

d17

If yo

u do

n’t k

now

som

ethi

ng, g

o A

SK. C

an I?

Sho

uld

I? D

on’t

gue

ss.

Com

bine

d18

Lead

ersh

ip is

mis

sing

. Ski

lls n

eed

to b

e LE

ARN

ED a

nd T

RAIN

ED.

Com

bine

d19

Impo

rtan

t to

be o

n tim

e, d

epen

dabl

e, a

ccou

ntab

le, a

skin

g qu

estio

ns, d

ress

for

othe

rs n

ot s

elf.

Exam

ple,

ent

repr

eneu

rshi

p pr

ogra

m c

reat

ed a

fic

titio

us b

usin

ess

and

peop

le in

fiel

d ju

dged

and

cri

tique

d ev

eryt

hing

abo

ut it

.CT

D20

Texa

s In

stru

men

ts in

terv

iew

ed 1

2 gr

adua

te s

tude

nts

from

ivy

leag

ue s

choo

ls –

non

e of

them

got

thro

ugh

the

3 da

y pr

oces

s be

caus

e of

thei

r la

ck o

f abi

lity

to T

RY, t

o as

k qu

estio

ns, m

aybe

mak

e a

mis

take

.CT

D21

Look

ing

at k

ids

and

gene

ratio

ns, w

e ne

ed to

allo

w th

em to

use

the

tool

s th

ey’r

e co

mfo

rtab

le w

ith A

ND

exp

ect t

hem

to b

e on

tim

e, a

sk

ques

tions

, etc

.CT

D22

Initi

ativ

e an

d se

lf di

rect

ion.

Exa

mpl

e, In

& O

ut B

urge

r st

aff –

no

one

stan

ds o

ver

them

. The

y do

wha

t nee

ds to

be

done

whe

n it

need

s to

be

done

. The

y ar

e to

ld, “

You

have

the

pow

er to

do

wha

t nee

ds to

be

done

.”CT

D23

I’m y

oung

er, h

ave

been

in m

y jo

b 15

yea

rs a

nd li

ke it

. I s

ee In

itiat

ive

and

Self

Dir

ectio

n as

a c

halle

nge.

No

one

man

ages

my

time

or s

ched

ule

– I l

ove

it.CT

D24

Kids

nee

d to

com

pete

for

jobs

in T

HEI

R ar

eas

of in

tere

st. t

ry to

find

som

ethi

ng th

at w

ill p

repa

re/l

ead

them

to th

eir

inte

rest

. Don

’t d

isqu

alify

yo

urse

lf be

caus

e of

lack

of t

rain

ing.

CTD

25Th

e ps

yche

of a

ll pe

ople

is a

ffec

ted

by o

ne w

ho d

oesn

’t e

ngag

e on

the

job

(lazy

)CV

IT26

Com

mon

thre

ad –

LIS

TEN

ING

ski

lls n

eede

d. N

ot e

noug

h D

ISCO

URS

E. In

abili

ty to

follo

w, u

nder

stan

d, w

eak

atte

ntio

n sp

an…

CVIT

27Em

pow

ered

to d

o w

hat t

hey

wan

t.CV

IT

INIT

IATI

VE

AN

D S

ELF

DIR

ECTI

ON

28Re

: lac

k of

abi

lity

to ta

ke in

itiat

ive

and

stay

with

it. W

e do

a lo

t of c

ajol

ing

and

use

ince

ntiv

es. W

here

’s th

e m

otiv

atio

n go

ne?

They

don

’t g

et

that

it’s

TH

EIR

resp

onsi

bilit

y.CV

IT29

Kids

that

go

the

voca

tiona

l tra

ck h

ave

a di

ffer

ent a

ttitu

de a

bout

lear

ning

.CV

IT30

Dad

bou

ght a

truc

k fa

rm to

teac

h m

y br

othe

r an

d I h

ow to

wor

k. G

rew

up

thin

king

of W

ORK

as

a w

ay o

f life

. 9 o

f 18

gran

dkid

s ha

ve

doct

orat

es. T

here

’s a

see

d pl

ante

d so

mew

here

that

furt

her

trai

ning

is im

port

ant.

EVIT

31In

trin

sic

mot

ivat

ion.

Pri

de in

wor

k. H

ow d

o w

e te

ach

this

?N

AVI

T32

“If y

ou’r

e sc

hedu

led

to g

o to

wor

k, g

o to

wor

k!”

Att

enda

nce

is m

y ho

t but

ton

– de

term

ines

who

I’m

goi

ng to

“lik

e.”

NA

VIT

33W

e w

ould

hir

e fo

r A

TTIT

UD

E an

d tr

ain

for

aptit

ude.

NA

VIT

34I c

an te

ach

som

eone

how

to d

rive

a b

us, b

ut I

need

them

to s

how

up

smili

ng, r

eady

to le

arn.

NA

VIT

35W

e hi

re fo

r at

titud

e (t

his

is th

e bu

ster

for

me)

but

we

do n

eed

the

mec

hani

cal t

hing

s.N

AVI

T36

I hir

ed a

60

year

old

hai

r dr

esse

r an

d tr

aine

d he

r to

be

a ba

nk te

ller.

She

is n

ow a

sen

ior

telle

r. W

hen

I fir

st h

ired

her

, my

colle

ague

s th

ough

t I

was

cra

zy.

NA

VIT

37D

rive

rs o

n de

liver

y –

good

att

itude

is e

ssen

tial (

ex. c

oncr

ete)

. It r

efle

cts

on c

ompa

ny.

NA

VIT

38A

skin

g qu

estio

nsN

AVI

T39

Exam

ple,

com

plex

ities

of o

nsite

ope

ratio

n of

roa

d pa

ving

. Tim

e is

mon

ey –

our

s an

d yo

urs

– in

abili

ty to

mea

sure

and

mov

e m

ater

ial p

rope

rly

and

inab

ility

to C

OM

MU

NIC

ATE

hav

e co

nseq

uenc

es fo

r tim

e an

d pr

ofita

bilit

y. N

eede

d em

ploy

abili

ty s

kills

are

att

itude

and

teac

habi

lity.

NA

VIT

40In

itiat

ive

NA

VIT

41ex

ampl

e, w

elde

r on

tria

l – h

e w

as g

ood

but l

itera

lly h

ad to

be

told

eve

ry s

tep

NA

VIT

42A

ccou

ntab

ility

nee

ded,

you

ng p

eopl

e ha

ve e

ntitl

emen

t, s

ense

that

em

ploy

er is

acc

ount

able

to th

emN

AVI

T43

My

bigg

er c

once

rn is

stu

dent

s w

ho a

ren’

t dri

ven

tow

ard

a ca

reer

. Peo

ple

taki

ng w

hat t

hey

can

get.

NA

VIT

44W

e ne

ed th

em to

be

thin

king

abo

ut a

JOB

as p

art o

f som

ethi

ng la

rger

. You

r jo

b is

to m

ake

sure

the

cust

omer

is h

appy

and

the

com

pany

pr

ofits

.N

AVI

T45

Teac

hing

ski

lls –

“Ye

s, I

know

how

to la

y a

bloc

k.” ►

Wel

l, 4

bloc

ks a

n ho

ur is

NO

T pr

ofic

ienc

y!N

AVI

T46

I rem

embe

r w

hen

McD

onal

d’s

first

ope

ned.

The

y hi

red

all y

oung

men

who

wer

e sm

iling

and

hap

py. N

o m

ore.

Hav

e w

e em

ploy

ers

low

ered

ou

r st

anda

rds?

NA

VIT

47It

’s im

port

ant t

o be

abl

e to

ask

que

stio

ns –

kid

s ar

e tr

aine

d th

at it

’s N

OT

okay

.PC

JTED

48In

itiat

ive,

mak

ing

own

deci

sion

sPC

JTED

49Th

ere’

s an

inab

ility

to c

once

ntra

te, b

e pr

esen

t, fo

cus

on w

ork/

a ch

alle

nge.

PCJT

ED50

We

prog

ram

our

stu

dent

s –

wha

t to

lear

n an

d ho

w to

lear

n –

and

it’s

diff

icul

t for

them

to ta

ke in

itiat

ive,

hav

e se

lf-di

rect

ion.

Px C

ent.

51In

itiat

ive

& S

elf-

Dir

ectio

n ha

ve to

be

the

grea

test

are

as la

ckin

g ac

ross

indu

stri

es. S

till i

s a

high

exp

ecta

tion

that

is n

ot m

et h

ere.

May

cha

nge

2 ge

ns d

own

the

road

– a

nd n

ot n

eces

sari

ly ti

ed to

a g

ener

atio

n 0

but i

s no

w a

pro

blem

. We

crea

ted/

perp

etua

ted

entit

lem

ent.

Job

loss

/sus

tain

abili

ty o

f sel

f cou

ld le

ad to

gre

ater

res

pons

ibili

ty fo

r se

lf w

ith e

xpec

tatio

n.Px

Cen

t.52

Colla

bora

tion

and

Initi

ativ

e/Se

lf-D

irec

tion

are

need

ed b

oth

in th

e ed

ucat

ion

envi

ronm

ent A

ND

in th

e w

orkp

lace

, but

they

look

diff

eren

t. H

ow

does

this

tie

into

my

job

in a

com

pany

? W

hat’

s m

y pa

rt?

Px C

ent.

53I w

ould

rat

her

have

som

eone

take

the

initi

ativ

e an

d do

it w

rong

than

not

try.

Is th

is a

lead

ersh

ip is

sue?

Px C

ent.

54Yo

uth

beco

me

pass

ive

in li

fe e

xper

ienc

es b

ecau

se o

f the

DRA

MA

aro

und

them

. We

inco

rpor

ate

life

skill

s, e

ndin

g th

e dr

ama,

dev

elop

ing

an

abili

ty to

cho

ose.

We

see

they

’re

caug

ht in

a g

ener

atio

nal c

ycle

. Nee

d to

em

pow

er th

em to

mak

e de

cisi

ons

to k

eep

them

saf

e.W

AVE

5591

1 ho

tline

– s

elf d

irec

tion

is e

ssen

tial,

no ti

me

to a

sk q

uest

ions

. Com

puta

tiona

l thi

nkin

g im

port

ant h

ere

too.

WA

VE56

Initi

ativ

e an

d se

lf di

rect

ion,

abi

lity

to s

tep

out o

f the

com

fort

zon

eW

AVE

57W

aitin

g to

be

told

doe

sn’t

wor

k in

soc

ial s

ervi

ces

– ne

ed in

itiat

ive

WA

VE58

Do

I, as

an

empl

oyee

, hav

e th

e in

itiat

ive/

acco

unta

bilit

y to

follo

w th

e po

licie

s of

my

job?

(reg

ardl

ess

of c

ultu

re)

WA

VE59

Don

’t s

ee a

nyth

ing

on h

ere

that

we

WO

ULD

N’T

em

brac

e. A

s an

edu

cato

r, w

e te

ll ou

r ki

ds w

hat t

o ex

pect

. “Yo

u ar

e EX

PECT

ED to

ask

qu

estio

ns.”

Som

etim

es o

ur la

ngua

ge g

ets

abov

e th

em. “

It w

ill s

how

me

you

are

a go

od e

mpl

oyee

if y

ou a

sk q

uest

ions

.”W

AVE

60W

e ne

ed a

ttitu

de, a

ccou

ntab

ility

, com

mon

sen

se, k

now

ledg

e of

how

to tr

eat a

cus

tom

er/p

oten

tial c

usto

mer

, bili

ngua

lism

YUM

A61

Are

they

abl

e to

art

icul

ate

wha

t’s

been

don

e in

the

past

? A

re th

ey a

ble

to d

escr

ibe

the

syst

ems

they

use

? W

e ga

ther

info

rmat

ion

thro

ugh

ques

tions

. We

also

do

2-w

ay c

omm

unic

atio

n ch

ecks

.YU

MA

62To

p 3:

div

erge

nt/c

ritic

al th

inki

ng; c

ompl

ex c

omm

unic

atio

n; s

elf-

dire

ctio

n/m

otiv

atio

nYU

MA

63A

bilit

y to

ask

que

stio

ns e

ssen

tial o

r w

on’t

be

able

to p

erfo

rm s

ucce

ssfu

lly –

it’s

obv

ious

YUM

A64

We’

ve n

otic

ed b

raze

n be

havi

or, e

ntitl

emen

t, d

isre

gard

of h

iera

rchy

in a

tend

ency

to g

o st

raig

ht to

the

top

and

skip

thei

r su

perv

isor

.YU

MA

65Pa

rt o

f our

new

hir

e di

scus

sion

is “

Don

’t s

kip

over

you

r su

perv

isor

!”YU

MA

Stat

emen

tG

roup

121

Ada

ptab

ility

Com

bine

d2

Flex

ibili

ty in

the

wor

kpla

ceCo

mbi

ned

3Lo

okin

g at

kid

s an

d ge

nera

tions

, we

need

to a

llow

them

to u

se th

e to

ols

they

’re

com

fort

able

with

AN

D e

xpec

t the

m to

be

on ti

me,

ask

qu

estio

ns, e

tc.

CTD

4Fl

exib

ility

and

Ope

n m

inde

dnes

s –

educ

ator

s w

ith a

will

ingn

ess

to w

ork

as a

team

EVIT

5In

hea

lthca

re, w

e re

spec

t and

val

ue a

ll th

ese

skill

s –

adap

tabi

lity,

div

ersi

ty w

ith te

chno

logy

.EV

IT6

Abo

ut o

ne e

mpl

oyee

– “

How

ada

ptab

le a

re y

ou to

cha

nge?

Are

you

will

ing

to le

arn

a tr

uck

from

one

end

to th

e ot

her

and

to tr

ack

ever

ythi

ng?”

The

com

pany

hel

ped

him

tran

sfer

ski

lls.

NA

VIT

7N

atio

nal s

hort

age

of tr

uck

driv

ers

now

. Are

dri

vers

will

ing

to le

arn

and

chan

ge to

get

the

wor

k?N

AVI

T8

Cros

s tr

aini

ng –

nee

d em

ploy

ees

to b

e ab

le to

han

dle

mul

tiple

jobs

in th

e co

mpa

ny.

NA

VIT

9Fl

exib

ility

/ada

ptab

ility

– e

volu

tion

conc

ept,

abi

lity

to c

hang

e an

d be

par

t of c

hang

ePx

Cen

t.10

Peop

le n

eed

to r

econ

side

r st

rong

opi

nion

s. T

here

’s a

nee

d fo

r fle

xibi

lity.

WA

VE11

Reto

olin

g, a

dapt

atio

n, fl

exib

ility

– a

ll sk

ills

the

mill

enia

ls a

re b

ette

r at

than

old

er g

ens.

The

re’s

an

incr

ease

d ne

ed h

ere.

WA

VE12

Org

aniz

atio

ns n

eed

to c

reat

e an

env

iron

men

t for

it. I

nclu

des

the

abili

ty to

cha

nge

quic

kly

and

effe

ctiv

ely.

It’s

cri

tical

that

em

ploy

ees

thin

k “T

here

’s a

bet

ter

way

to d

o th

is!”

Wes

tMEC

13A

dapt

abili

ty o

f sel

f to

fulfi

ll th

e m

issi

on o

f the

org

aniz

atio

n.W

estM

EC14

flexi

bilit

y –

“tha

t’s

not m

y jo

b.”

We

focu

s to

o m

uch

atte

ntio

n on

the

job

desc

ript

ion.

YUM

A

FLEX

IBIL

ITY/

AD

APT

ABI

LITY

Stat

emen

tG

roup

131

Fina

ncia

l ind

ustr

y ne

eds

skill

ed p

eopl

e as

CLI

ENTS

. Kid

s do

n’t k

now

how

to m

anag

e $.

Com

bine

d2

Laun

ch in

Life

pro

gram

incl

udes

: fin

ance

s, in

terv

iew

ing

tech

niqu

es, r

esum

e w

ritin

g, k

now

ing

indi

vidu

al s

kill

sets

, und

erst

andi

ng c

onne

ctio

n be

twee

n ed

ucat

ion

and

qual

ity o

f life

. 4H

is ta

king

the

curr

icul

um to

U o

f A fo

r pe

er r

evie

w in

ord

er to

pre

pare

for

a st

atew

ide

laun

ch.

CTD

3A

lso

perc

enta

ges,

cou

ntin

g ch

ange

NA

VIT

4I’m

con

sum

ed w

ith m

y bu

sine

ss s

urvi

ving

and

lack

in th

is a

rea

amon

g em

ploy

ees.

If e

mpl

oyee

s re

cogn

ize

wha

t it m

eans

to h

ave

thei

r bu

sine

ss

on th

e lin

e, it

cha

lleng

es th

em to

exp

ress

Cre

ativ

ity a

nd In

nova

tion

(C&

I).PC

JTED

5A

Z Co

unts

con

vers

atio

n: e

xpec

ting

kids

to u

nder

stan

d ye

ar 2

Alg

ebra

exp

onen

tial f

unct

ions

but

not

sho

win

g th

e ap

plic

atio

n to

cre

dit c

ards

an

d pe

rson

al fi

nanc

e.W

AVE

6Fi

nanc

es. N

eed

a ge

nera

l bus

ines

s cl

ass

that

teac

hes

the

“sys

tem

” in

clud

ing

pers

onal

fina

nces

. Bus

ines

s is

abo

ut p

rofit

abili

ty, a

nd w

hen

I co

ntri

bute

it p

asse

s al

ong

to m

e. T

his

is “

focu

sed

prid

e.”

Wes

tMEC

7H

ow im

port

ant i

s fin

anci

al li

tera

cy?

Wes

tMEC

8It

impa

cts

com

pany

val

ue a

nd p

rodu

ctiv

ity. I

f peo

ple

can’

t man

age

thei

r ow

n re

sour

ces,

how

are

they

man

agin

g yo

urs?

W

estM

EC9

Can

this

be

a co

urse

? Th

ere

is a

cri

tical

par

enta

l pie

ce h

ere

as w

ell.

Wes

tMEC

10Fi

nanc

ial l

itera

cy/e

cono

mic

s –

incl

udin

g pe

rson

alYU

MA

FIN

AN

CIA

L LI

TERA

CY

Stat

emen

tG

roup

141

Tim

elin

ess

and

such

beh

avio

rs s

houl

d be

pra

ctic

ed in

rel

atio

nshi

p to

cla

sses

. Exa

mpl

e, a

llow

ing

extr

a cr

edit

in p

lace

of t

imel

y su

bmis

sion

of

wor

k. B

UT

supe

rint

ende

nts

get c

alls

from

par

ents

who

wan

t the

ir c

hild

off

the

hook

. Par

ents

act

ually

ena

ble

it an

d w

ear

teac

hers

dow

n.CA

VIT

2“L

ack

of id

entit

y ke

eps

me

empl

oyed

.” D

on’t

iden

tify

too

clos

ely

with

the

job.

CAVI

T3

We

lose

stu

dent

s du

ring

the

appl

icat

ion

proc

ess

beca

use

of th

e la

ck o

f des

ire

to w

ork.

The

y do

not

per

sist

ove

r th

e lo

ng h

aul.

They

’re

look

ing

for

inst

ant g

ratif

icat

ion

in s

ocia

l net

wor

king

.CA

VIT

4“H

elic

opte

r Pa

rent

” –

hove

ring

. Is

this

par

t of t

he la

ck o

f ski

lls in

you

ng p

eopl

e?CA

VIT

5M

illen

nial

lear

ners

– g

ener

atio

n di

ffer

ence

s –

resp

ect f

or w

orkp

lace

and

bos

s vs

. wor

king

for

an e

xper

ienc

e. E

xam

ple,

will

giv

e up

a g

ood

job

to g

o to

Cos

ta R

ica

and

zip

line.

Diff

eren

ce in

exp

ecta

tions

.CA

VIT

6“I

don

’t c

are

wha

t I’m

goi

ng to

LEA

RN. I

car

e ab

out w

hat I

’m g

oing

to D

O.”

CAVI

T7

Odd

with

mill

enni

als

who

lear

n to

take

ris

ks a

nd m

ake

mis

take

s in

vid

eo g

ames

CAVI

T8

Pare

ntin

g is

at i

ssue

.CA

VIT

9G

ener

atio

nal d

iffer

ence

s ar

e a

form

of c

ultu

re. E

xam

ple,

“te

enag

er”

stud

ents

/tee

ns u

nrec

eptiv

e to

ASK

ING

– a

re w

e re

cept

ive

to B

EIN

G

aske

d?CA

VIT

10Te

ache

rs la

ckin

g sk

ills

in c

reat

ing

an e

nvir

onm

ent w

here

stu

dent

s ar

e co

mfo

rtab

le a

skin

g.CA

VIT

11O

ur k

ids

are

mov

ing

into

the

unkn

own

pull

of th

e fu

ture

, req

uiri

ng th

at W

E ha

ve a

diff

eren

t app

roac

h to

thei

r de

velo

pmen

t.CA

VIT

12W

e ne

ed to

be

care

ful a

bout

app

eara

nce

in d

eter

min

ing

a pe

rson

’s a

bilit

ies.

Non

judg

men

tal.

Com

bine

d13

Rela

tions

hip

build

ing*

Com

bine

d14

Inte

rgen

erat

iona

l ski

llsCo

mbi

ned

15H

irin

g: M

ay p

rese

nt w

ell b

ut d

oes

not p

osse

ss th

e sk

ills

(goo

d “c

amo”

)Co

mbi

ned

16A

ddre

ss th

e se

nse

of e

ntitl

emen

tCo

mbi

ned

17G

ener

atio

nal i

ssue

sCo

mbi

ned

18En

title

men

t iss

ues

Com

bine

d19

RE “

cam

o” -

Cam

oufla

ge c

an b

e m

aint

aine

d th

roug

h th

e 6

mon

th p

roba

tion

peri

od…

Com

bine

d20

It’s

rel

ated

to e

ntitl

emen

t. T

hey

expe

ct in

fo to

be

hand

ed to

them

.Co

mbi

ned

21Re

gard

ing

mill

enni

als

– w

e ne

ed to

be

cogn

izan

t of h

ow W

E ha

ve c

ome

up a

nd n

ot im

plic

ate

them

– n

ot fi

lteri

ng o

ur p

erce

ptio

n on

to th

em.

Nee

d to

hav

e TH

EIR

valu

es u

nder

stoo

d an

d re

cogn

ized

. Cou

ld a

mill

enni

al te

ach

me

som

ethi

ng?

Wha

t can

we

lear

n fr

om e

ach

othe

r?Co

mbi

ned

22I’m

a B

ABY

BO

OM

ER! I

get

cau

ght u

p in

bei

ng ju

dgm

enta

l. Th

is b

othe

rs m

e.Co

mbi

ned

23Lo

okin

g at

kid

s an

d ge

nera

tions

, we

need

to a

llow

them

to u

se th

e to

ols

they

’re

com

fort

able

with

AN

D e

xpec

t the

m to

be

on ti

me,

ask

qu

estio

ns, e

tc.

CTD

24N

eed

to u

nder

stan

d th

at th

ere

are

cons

eque

nces

for

lack

of a

war

enes

s.CT

D25

We

allo

w te

lew

orki

ng w

hen

poss

ible

. Thi

s ge

nera

tion

is d

iffer

ent.

How

ever

, you

don

’t g

et o

ut th

ere

stra

ight

from

hig

h sc

hool

.CT

D26

I’m y

oung

er, h

ave

been

in m

y jo

b 15

yea

rs a

nd li

ke it

. I s

ee In

itiat

ive

and

Self

Dir

ectio

n as

a c

halle

nge.

No

one

man

ages

my

time

or s

ched

ule

– I l

ove

it.CT

D27

Maj

ority

of o

ur h

ires

are

ass

ocia

te le

vel.

We

have

onl

ine

cour

ses

and

empl

oyee

s sa

y “w

ho’s

goi

ng to

pay

me

to s

pend

tim

e on

this

?” T

hey

wan

t to

do it

on

wor

k tim

e. T

he m

ore

dive

rse

your

ski

lls, t

he m

ore

I can

use

you

. The

y as

k, “

How

muc

h do

you

mak

e? I

wan

t you

r jo

b.”

CTD

GEN

ERA

TIO

NA

L CU

LTU

RE

28O

ur g

ener

atio

n an

d be

fore

, peo

ple

kept

jobs

for

a lo

ng ti

me.

The

exp

ecta

tion

now

is 1

5 jo

bs in

25

year

s. T

hey

don’

t wan

t to

give

and

we

(Boo

mer

s) w

ill n

ot g

ive.

Req

uire

s Cu

ltura

l Com

pete

ncy.

Glo

bally

, too

.CT

D29

“Kid

s ar

e ap

athe

tic.”

– th

is is

not

nec

essa

rily

true

. The

y ju

st la

ck s

kills

.CT

D30

Kids

don

’t w

ant t

o st

ay a

nyw

here

for

mor

e th

an 1

-2 y

ears

.CT

D31

Entit

lem

ent –

“I d

eser

ve th

at jo

b.”

Shou

ldn’

t hav

e to

wor

k fo

r it/

earn

it.

CTD

32Pe

ople

re-

ente

ring

hav

e go

ne th

roug

h tr

ansi

tion,

oft

en u

nder

gone

new

trai

ning

. The

y’re

terr

ified

of m

akin

g a

mis

take

and

losi

ng th

eir

job.

CTD

33A

per

son

my

age

(45)

that

com

es in

to a

sho

p an

d do

es s

omet

hing

wro

ng “

gets

it.”

CTD

34I’v

e se

en r

ecru

iting

from

man

y an

gles

(coa

ch, e

duca

tor,

bus

ines

s). I

see

that

we

enab

le k

ids

– at

sch

ool,

at h

ome.

Exa

mpl

e, c

ould

n’t g

et o

ne

high

sch

ool s

tude

nt p

ut h

is n

ame

on h

is p

aper

. He

said

it’s

bec

ause

his

teac

hers

did

it fo

r hi

m b

efor

e - ?

!CT

D35

“Wor

ld a

war

enes

s” is

lack

ing.

Kid

s do

n’t k

now

whe

re th

ey a

re a

nd h

ow th

ey g

ot th

ere.

Exa

mpl

e of

son

not

kno

win

g w

here

he

was

to te

ll D

ad

how

to g

et th

ere

to p

ick

him

up.

Thi

s is

true

with

the

youn

g pe

ople

at m

y co

mpa

ny.

CTD

36M

y da

ught

er h

as “

keyb

oard

ing”

ski

lls –

we

had

“pen

man

ship

.” I

had

to b

ack

off o

f her

bad

pen

man

ship

whe

n I r

ealiz

ed th

at I

don’

t wri

te v

ery

ofte

n m

ysel

f.CT

D37

The

com

pany

Ten

acity

is a

bus

ines

s ba

sed

on e

xpec

tatio

ns. M

utua

l exp

ecta

tions

are

set

or

we

go o

ur o

wn

way

s. T

he e

asie

st w

ay to

avo

id a

fig

ht is

to m

ake

a go

od h

ire.

Bet

ter

to w

alk

away

from

an

offe

r. N

eed

to te

ach

kids

how

to a

rtic

ulat

e TH

EIR

expe

ctat

ions

.CT

D38

Thin

gs a

re in

noce

ntly

sai

d th

at c

reat

e a

lot o

f pro

blem

s. A

t Cou

nty

we

can’

t get

on

soci

al m

edia

, but

peo

ple

brin

g ph

ones

in. T

o th

em [y

oung

] it’

s no

t a b

reac

h of

eth

ics

– w

e ta

lk a

bout

it.

CVIT

39Th

ey’r

e no

t bei

ng ta

ught

the

ethi

cs o

f Soc

ial M

edia

use

.CV

IT40

Inab

ility

to p

ass

a dr

ug s

cree

ning

. We

have

a lo

t of t

rain

ing

on th

is. D

rug

test

s be

fore

hir

e, th

en r

ando

mly

onc

e hi

red.

CVIT

41Sa

n Ca

rlos

is b

uild

ing

a hu

ge h

ospi

tal,

hiri

ng n

ativ

e fir

st. B

y th

e tim

e 31

peo

ple

got t

hrou

gh th

et d

rug

test

ing,

onl

y 11

wer

e le

ft.

CVIT

42Le

gal a

nd e

thic

al s

kills

are

a m

ajor

issu

e.CV

IT43

Lack

of s

elf-

cont

rol.

CVIT

44“Y

our

kids

che

atin

g.”

“Nah

, not

my

kid.

”CV

IT45

In c

lass

we

do p

od c

asts

. Kid

s do

n’t u

nder

stan

d th

e et

hics

beh

ind

Face

book

. Exa

mpl

e, ta

untin

g ot

her

stud

ents

ele

ctro

nica

lly.

CVIT

46O

r ki

ds p

ostin

g th

ings

that

a p

oten

tial e

mpl

oyer

can

find

on

the

web

. Lou

d ri

ng to

nes.

Tex

ting

all t

he ti

me.

CVIT

47Ex

ampl

e, a

pic

ture

of a

stu

dent

dri

nkin

g ru

ined

her

app

licat

ion

for

a sc

hola

rshi

p. W

e ne

ed to

em

phas

ize

thes

e st

orie

s.CV

IT48

We

can’

t sto

p th

e w

heel

s fr

om tu

rnin

g. H

ow c

an w

e in

corp

orat

e it

into

our

wor

kfor

ce?

How

do

we

USE

thos

e to

ols

and

skill

s?CV

IT49

We

have

twitt

er, F

aceb

ook,

blo

g@Re

solu

tion

Copp

er. W

e ha

ve o

nly

a co

uple

who

kno

w h

ow.

CVIT

50H

ave

to s

tay

on to

p of

Soc

ial M

edia

bec

ause

it c

hang

es s

o qu

ickl

y. P

eopl

e no

w a

re c

hoos

ing

whe

re th

ey e

at a

nd g

o ba

sed

on in

fo o

nlin

e.CV

IT51

Re: l

ack

of a

bilit

y to

take

initi

ativ

e an

d st

ay w

ith it

. We

do a

lot o

f caj

olin

g an

d us

e in

cent

ives

. Whe

re’s

the

mot

ivat

ion

gone

? Th

ey d

on’t

get

th

at it

’s T

HEI

R re

spon

sibi

lity.

CVIT

52Ki

ds w

ho g

ot m

ad a

nd w

alke

d of

f the

job

into

the

mili

tary

cam

e ba

ck a

nd a

polo

gize

d.CV

IT53

We

have

em

ploy

ees

com

e in

late

and

leav

e ea

rly.

The

y’ve

lost

the

driv

e of

old

er w

orke

rs. R

espo

nsib

ility

was

som

ethi

ng w

e le

arne

d fr

om

mot

hers

/fat

hers

. Now

peo

ple

see

no c

onse

quen

ce in

lett

ing

othe

r w

orke

rs d

own.

CVIT

54Co

mm

unic

atio

n is

an

issu

e.CV

IT

55N

eed

to b

e ab

le to

hav

e a

norm

al c

onve

rsat

ion.

CVIT

56Lo

t of i

ssue

s: n

ot p

rofe

ssio

nal,

text

ing,

no

resp

ect –

if y

ou a

ren’

t tau

ght t

hat a

t hom

e, it

kee

ps g

oing

.CV

IT57

We’

ve h

eard

that

the

econ

omic

pre

ssur

e on

the

hom

e is

a p

robl

em. F

rom

1 p

aren

t wor

king

/1 a

t hom

e, n

ow 2

wor

k, c

reat

ing

a m

ess

with

the

kids

.CV

IT58

We

have

stu

dent

s w

ith p

aren

ts in

jail,

no

food

, no

way

to g

et to

sch

ool –

so

man

y pr

oble

ms

in a

sch

ool d

ay th

at it

’s d

iffic

ult t

o ed

ucat

e.CV

IT59

This

is th

e ga

p. O

lder

gen

doe

sn’t

get

this

. You

nger

gen

is tu

ned

in. W

e ne

ed to

hir

e pe

ople

with

thes

e sk

ills.

My

youn

g st

affe

r ke

eps

me

awar

e of

thes

e th

ings

.CV

IT60

Stud

ents

are

hig

hly

crea

tive

abou

t wor

king

aro

und

ethi

cal c

once

rns

they

don

’t li

ke.

EVIT

61D

ad b

ough

t a tr

uck

farm

to te

ach

my

brot

her

and

I how

to w

ork.

Gre

w u

p th

inki

ng o

f WO

RK a

s a

way

of l

ife. 9

of 1

8 gr

andk

ids

have

do

ctor

ates

. The

re’s

a s

eed

plan

ted

som

ewhe

re th

at fu

rthe

r tr

aini

ng is

impo

rtan

t.EV

IT62

We

take

for

gran

ted

that

kid

s ha

ve s

ome

kind

of w

ork

ethi

c. E

xam

ple,

a y

oung

man

did

all

of th

e w

ork

on h

is b

oss’

s lis

t, s

o he

wen

t hom

e at

1:

00 in

stea

d of

5:0

0.EV

IT63

Nee

d to

set

bou

ndar

ies

– aw

aren

ess,

und

erst

andi

ng, i

ssue

s of

ent

itlem

ent –

whe

re a

re th

e lin

es?

EVIT

64Tr

ansl

ate

skill

s to

bus

ines

s, e

stab

lish

diff

eren

ces.

EVIT

65W

ork

ethi

c vs

. sen

se o

f ent

itlem

ent.

Ent

ry le

vels

nee

d to

WO

RK th

eir

way

up,

sta

rtin

g w

ith E

xcel

, Wor

d, e

tc.

EVIT

66W

hat d

rove

our

Aut

o In

dust

ry te

chni

cian

s to

be

tech

s? 1

. Nee

d to

sol

ve p

robl

ems

2. N

eed

for

appr

ecia

tion

3. $

$$EV

IT67

8% o

f our

stu

dent

s ar

e fr

om b

lend

ed fa

mili

es a

nd n

eed

a lo

t of p

rais

e to

suc

ceed

. Thi

s po

pula

tion

may

thin

k of

them

selv

es a

s LO

SERS

. A

vera

ge a

ge is

17,

but

up

to 2

1. T

he is

sue

is n

ot a

ge d

epen

dent

.EV

IT68

Nee

d fe

edba

ck in

gen

eral

– th

ey h

ave

inse

curi

ties

abou

t ski

lls. E

mpl

oyer

s ne

ed to

be

awar

e of

this

.EV

IT69

Inst

abili

ty a

t hom

e is

a c

halle

nge

here

.EV

IT70

Elec

tron

ic m

edia

ski

lls–

perv

asiv

e w

eb s

urfin

g, F

aceb

ook

(FB)

nee

ds to

be

addr

esse

d.N

AVI

T71

Kids

com

mun

icat

e so

wel

l via

text

ing

and

FB b

ut n

ot o

ne o

n on

e. ►

aff

ects

abi

lity

to c

omm

unic

ate

face

to fa

ce w

ith a

cus

tom

er. ►

sayi

ng

“lik

e” 3

0 tim

es ►

may

be w

e sh

ould

sta

rt d

oing

our

inte

rvie

ws

with

US

text

ing.

NA

VIT

72A

ccou

ntab

ility

nee

ded,

you

ng p

eopl

e ha

ve e

ntitl

emen

t, s

ense

that

em

ploy

er is

acc

ount

able

to th

emN

AVI

T73

Our

life

ski

lls c

lass

taug

ht c

omm

unic

atin

g on

a to

pic.

Kid

s fr

om s

ingl

e pa

rent

/ble

nded

hom

es o

ften

med

iatin

g fo

r th

eir

fam

ilies

. We

prov

ided

th

is tr

aini

ng th

at w

as n

ot n

eces

sari

ly ta

ught

at h

ome.

NA

VIT

74I r

emem

ber

the

sam

e w

ith m

y ge

nera

tion

– pe

rhap

s th

is is

lear

ned.

NA

VIT

75It

’s a

mid

dle

man

agem

ent p

robl

em. M

M d

oes

not k

now

how

to s

uper

vise

the

youn

ger

gen.

NA

VIT

76Lo

yalty

issu

e. E

xam

ple,

gra

ndfa

ther

wor

ked

for

com

pany

for

60 y

ears

. a k

id w

ill ju

mp

to a

new

job

for

60 c

ents

on

the

hour

.N

AVI

T77

Mor

e yo

ung

peop

le w

ant t

o us

e se

lf-se

rve

optio

ns, o

lder

peo

ple

wan

t ass

iste

d se

rvic

e. M

ost d

on’t

wan

t peo

ple

follo

win

g th

em a

roun

d th

e st

ore.

NA

VIT

78“I

’m b

ored

” on

the

job.

In c

onst

ruct

ion,

we

mod

ified

equ

ipm

ent t

o be

mor

e lik

e ga

min

g, th

en c

reat

ed a

com

petit

ion

to s

imul

ate

it. S

till “

I’m

bore

d.”

NA

VIT

79“I

s th

is g

ener

atio

nal?

” ►

“W

ell,

I did

it 4

0 ye

ars

ago…

” (L

augh

ter)

NA

VIT

80M

om a

nd D

ad c

reat

e en

title

men

t by

balin

g ki

ds o

ut a

ll th

e tim

e.N

AVI

T81

This

is th

e st

uden

t’s

wor

ld –

they

are

des

igni

ng a

pps

for

App

le.

PCJT

ED82

Inte

ract

ing

with

adu

lts –

stu

dent

s ne

ed to

be

able

to s

epar

ate/

asse

ss w

hat i

s th

eir

own

issu

e, w

hat i

s th

e ad

ult’

s.PC

JTED

83Co

nsid

er y

outh

hom

epla

ce e

nvir

onm

ents

whe

n lo

okin

g at

the

wor

kpla

ce. W

e ne

ed to

hel

p yo

uth

mak

e di

stin

ctio

ns b

etw

een

busi

ness

and

in

timat

e co

mm

unic

atio

n.PC

JTED

84W

hat I

hea

rd to

day

tells

me

that

em

ploy

ers

need

to c

atch

up

on w

orki

ng w

ith th

is n

ext g

ener

atio

n. *

*VIT

ALL

Y IM

PORT

AN

T**

PCJT

ED85

Lega

l and

Eth

ical

– th

is is

bas

ic. A

job

is a

pri

vile

ge. T

his

is n

ot ta

ught

in o

ur s

choo

ls. E

thic

s, v

alue

s an

d re

ligio

n w

ere

taug

ht in

my

scho

ol. [

This

ge

n sa

ys] “

I exp

ect t

o be

trea

ted

the

way

I w

ant t

o be

trea

ted.

”Px

Cen

t.86

Mos

t of u

s do

n’t e

ven

have

a fu

ndam

enta

l und

erst

andi

ng o

f whe

re o

ur k

ids

are

and

wha

t the

y ne

ed to

lear

n. T

extin

g –

we

used

to la

ugh

and

now

it’s

ess

entia

l to

us.

Px C

ent.

87A

DD

beh

avio

r is

rew

arde

d. “

Mov

e fa

st a

nd b

reak

thin

gs”

is th

e fa

cebo

ok m

otto

. Thi

s is

our

you

nger

gen

erat

ion

at w

ork.

Res

umes

are

goi

ng to

be

use

less

sin

ce r

eput

atio

n is

bui

lt on

line.

Goo

d –

bad

– no

ne –

wha

t’s

your

onl

ine

repu

tatio

n? P

eopl

e th

at g

et w

hat’

s go

ing

on d

on’t

mak

e th

e de

cisi

ons

and

vice

ver

sa.

Px C

ent.

88Cu

ltura

l Com

pete

ncy

is a

t the

top

also

. I d

o In

terg

ener

atio

nal T

rain

ing.

We

now

hav

e 4

gene

ratio

ns in

the

wor

kpla

ce. T

here

are

bar

rier

s w

ithin

or

gani

zatio

ns th

at a

re in

the

way

of b

ring

ing

peop

le to

geth

er to

col

labo

rate

– a

ge, r

ace,

etc

. Pro

babl

y ba

sed

in p

erce

ptio

n. L

eade

rs n

eed

to

stri

ke d

own

myt

hs, s

hoot

for

com

mon

goa

ls. T

hese

are

freq

uent

pro

blem

s am

ong

my

clie

nts.

Px C

ent.

89In

itiat

ive

& S

elf-

Dir

ectio

n ha

ve to

be

the

grea

test

are

as la

ckin

g ac

ross

indu

stri

es. S

till i

s a

high

exp

ecta

tion

that

is n

ot m

et h

ere.

May

cha

nge

2 ge

ns d

own

the

road

– a

nd n

ot n

eces

sari

ly ti

ed to

a g

ener

atio

n 0

but i

s no

w a

pro

blem

. We

crea

ted/

perp

etua

ted

entit

lem

ent.

Job

loss

/sus

tain

abili

ty o

f sel

f cou

ld le

ad to

gre

ater

res

pons

ibili

ty fo

r se

lf w

ith e

xpec

tatio

n.Px

Cen

t.90

I see

this

a lo

t bet

wee

n ge

nera

tions

. The

y se

e th

at th

ere

are

diff

eren

t exp

ecta

tions

but

they

wan

t oth

ers

to v

alue

wha

t the

y va

lue.

Exa

mpl

e,

youn

ger

with

tech

nolo

gy s

kills

.Px

Cen

t.91

Gap

due

to a

ge, v

alue

sys

tem

s, u

pbri

ngin

g, c

halle

nges

we

wou

ld n

ot im

agin

e in

a p

revi

ous

time.

Exa

mpl

e, m

ovie

s –

ther

e’s

a de

sens

itiza

tion

of o

ur id

eas,

a la

yer

of c

allo

usne

ss a

nd a

path

y.Px

Cen

t.92

Com

mun

ity c

olle

ges

are

doin

g a

good

job

brin

ging

in b

iz/i

ndus

try.

May

be th

is n

eeds

to h

appe

n m

ore.

Wha

t we

thou

ght w

as c

halle

ngin

g is

not

th

e sa

me

with

you

th. T

hey

need

a d

iffer

ent c

halle

nge.

Px C

ent.

93Ba

sic

skill

s fo

r en

try

leve

l job

s ar

e m

issi

ng. T

his

is g

ener

atio

nal a

nd e

cono

mic

. We’

ve h

ad to

look

to o

ther

cou

ntri

es to

sup

plem

ent o

ur

wor

kfor

ce. I

t tak

es a

yea

r to

find

a m

inin

g en

gine

er.

Px C

ent.

94N

eed

to fo

cus

on w

hat m

otiv

ates

the

wor

kfor

ce. O

ur e

mpl

oyee

s ar

e m

ost m

otiv

ated

by

Reco

gniti

on (w

hich

is w

hat w

e so

met

imes

per

ceiv

e as

en

title

men

t). T

here

are

sub

tle n

uanc

es in

how

this

is p

ortr

ayed

. The

y ar

e m

otiv

ated

sec

ond

by G

iveb

ack,

thir

d by

$$.

Exa

mpl

e, a

you

ng m

an

from

Japa

n st

arte

d a

Giv

e Ba

ck p

rogr

am “

Sock

s fo

r Ja

pan.

” A

lett

er a

ccom

pani

ed e

ach

pair

of s

ocks

with

an

emai

l add

ress

to e

nabl

e a

conn

ectio

n –

a pe

rson

al c

onne

ctio

n.Px

Cen

t.95

Reto

olin

g, a

dapt

atio

n, fl

exib

ility

– a

ll sk

ills

the

mill

enia

ls a

re b

ette

r at

than

old

er g

ens.

The

re’s

an

incr

ease

d ne

ed h

ere.

WA

VE96

Colla

bora

tion

in th

is e

nvir

onm

ent?

Cul

ture

as

gene

ratio

nal a

nd e

thni

city

. Inc

lude

s te

chno

logy

, ten

sion

aro

und

prac

tices

for

com

mun

icat

ion

and

styl

es. E

mai

l not

bei

ng u

sed

anym

ore

by y

outh

– th

ey’v

e m

oved

on

(tex

ting)

. Nee

d ne

w w

ays

to b

ridg

e ol

d ga

ps.

WA

VE97

Yout

h as

sum

e te

xtin

g is

app

ropr

iate

.W

AVE

98Yo

uth

are

not u

sing

tech

nolo

gy to

thei

r ad

vant

age

at w

ork

– ge

nera

lly s

ocia

l use

WA

VE99

At M

ohav

e Co

rrec

tiona

l we

empl

oy 6

00. T

hey

CAN

NO

T br

ing

cell

phon

es in

to th

e fa

cilit

y. D

oing

so

may

res

ult i

n te

rmin

atio

n. F

B an

d tw

itter

ar

e bl

ocke

d.W

AVE

100

Use

of s

ocia

l med

ia is

situ

atio

nal.

WA

VE

101

Yout

h be

com

e pa

ssiv

e in

life

exp

erie

nces

bec

ause

of t

he D

RAM

A a

roun

d th

em. W

e in

corp

orat

e lif

e sk

ills,

end

ing

the

dram

a, d

evel

opin

g an

ab

ility

to c

hoos

e. W

e se

e th

ey’r

e ca

ught

in a

gen

erat

iona

l cyc

le. N

eed

to e

mpo

wer

them

to m

ake

deci

sion

s to

kee

p th

em s

afe.

WA

VE10

2W

hat a

bout

mill

enni

als?

WA

VE10

3Te

chni

cal s

kills

not

just

the

issu

e. Y

outh

nee

d to

BE

THA

NKE

D. W

hat?

The

y ge

t a p

aych

eck!

Thi

s cr

eate

s a

prob

lem

with

em

ploy

er/e

mpl

oyee

re

latio

nshi

p.W

AVE

104

Whe

n do

es th

e em

ploy

ee g

et to

dec

ide

how

they

com

mun

icat

e?W

AVE

105

We

have

dis

cipl

ine

issu

es in

a p

ublic

sch

ool s

ettin

g du

e to

par

entin

g de

cisi

ons

– en

title

men

t, m

anip

ulat

ion,

not

SEE

ING

the

wri

ting

on th

e w

all

(rea

lly)

WA

VE10

6Pa

rent

s ar

e en

ablin

g ce

rtai

n be

havi

orW

AVE

107

Som

eone

nee

ds to

get

bac

kbon

e an

d sa

y en

ough

! Fol

low

rul

es o

r ge

t out

WA

VE10

8O

lder

gen

s w

ithou

t tec

hnic

al s

kills

are

hav

ing

trou

ble

– ap

plic

atio

ns a

re o

nlin

e –

no m

ore

pape

r.W

AVE

109

“You

sai

d W

HA

T on

Fac

eboo

k?!”

Wha

t is

the

dist

inct

ion

betw

een

wor

k an

d pe

rson

al li

fe?

Som

e pe

ople

are

ver

y go

od a

t use

of t

echn

olog

y –

exam

ple,

vid

eo g

ame

trai

ning

.YU

MA

110

SN is

GEN

ERA

TIO

NA

L. It

’s O

K! W

hat’

s th

e re

al p

robl

em?

We

find

it’s

easy

for

som

eone

to c

ome

in a

nd lo

ok g

ood

at fi

rst [

not g

ood

over

long

ha

ul].

YUM

A11

1SN

for

Busi

ness

– S

N is

eng

rain

ed in

thei

r be

ings

. We

have

to e

mbr

ace

it be

caus

e it

draw

s, d

rive

s, c

reat

es a

big

ger

audi

ence

for

us. I

t’s

enco

urag

ed fo

r a

spec

ific

purp

ose

[exa

mpl

e, th

e pa

per]

.YU

MA

112

We’

ve n

otic

ed b

raze

n be

havi

or, e

ntitl

emen

t, d

isre

gard

of h

iera

rchy

in a

tend

ency

to g

o st

raig

ht to

the

top

and

skip

thei

r su

perv

isor

.YU

MA

113

Part

of o

ur n

ew h

ire

disc

ussi

on is

“D

on’t

ski

p ov

er y

our

supe

rvis

or!”

YUM

A11

4Ex

ampl

e, T

o bo

ss: “

How

’s it

goi

ng?

Can

I bor

row

mon

ey?”

YUM

A11

5It

’s th

e G

oogl

e ef

fect

, see

ing

how

it is

els

ewhe

re a

nd w

antin

g to

cre

ate

if fo

r on

e’s

self.

“Ca

n I b

ring

my

dog

to w

ork?

”YU

MA

116

Trai

ning

on

“for

mal

” co

mm

unic

atio

n an

d pr

otoc

ols

is n

eede

d cr

oss-

gene

ratio

nally

.YU

MA

117

Mill

enia

ls r

equi

re c

are

and

feed

ing,

sup

ervi

sion

and

man

agem

ent,

nee

d to

“kn

ow w

ho th

e bo

ss is

.”YU

MA

118

Rela

tions

hips

at w

ork

aren

’t a

s im

port

ant t

o th

em a

s th

ose

outs

ide.

YUM

A11

9Th

is g

ener

atio

n w

ants

res

ults

now

and

will

try

to g

et th

em –

ove

r yo

u.YU

MA

120

We

have

inte

rgen

erat

iona

l wor

ksho

ps w

ith s

uper

viso

rs o

r nu

rses

at t

he h

ospi

tal,

cove

ring

how

diff

eren

ces

in h

ome

life,

tech

nolo

gy h

ave

shap

ed th

e yo

unge

r ge

nera

tion

diff

eren

tly. F

amily

mig

ht b

e le

ss s

tabl

e, jo

bs le

ss s

tabl

e, o

r “a

bet

ter

job

arou

nd th

e co

rner

.”YU

MA

121

Mill

enia

ls k

now

wha

t’s

righ

t but

cho

ose

not t

o do

it. T

hey

are

chal

leng

ing

the

proc

ess.

YUM

A

Stat

emen

tG

roup

151

If yo

u do

n’t k

now

som

ethi

ng, g

o A

SK. C

an I?

Sho

uld

I? D

on’t

gue

ss.

Com

bine

d2

Exam

ple,

Fai

rchi

ld e

ngin

eers

: VPs

wou

ld c

ome

from

NY

to th

e pl

ant.

Eng

inee

rs a

nd w

orke

rs w

ould

wat

ch d

rive

rs s

ittin

g ou

t in

the

heat

and

de

cide

d so

met

hing

nee

ded

to c

hang

e. T

hey

star

ted

thei

r ow

n co

mpa

ny –

Inte

l: dr

ess

as y

ou w

ant;

wor

k w

here

you

wan

t; p

ut in

you

r 40

ho

urs.

Com

bine

d3

Wha

t is

appr

opri

ate

for

DIF

FERE

NT

jobs

? ex

ampl

e, g

ame

stor

e –

a no

se r

ing

is a

ppro

pria

te.

Com

bine

d4

Do

mor

e w

ith le

ss: L

ess

empl

oyee

s, le

ss s

uper

visi

on, n

eed

self-

dire

ctio

nCo

mbi

ned

5O

rgan

izat

iona

l iss

ues

Com

bine

d6

Maj

ority

of o

ur h

ires

are

ass

ocia

te le

vel.

We

have

onl

ine

cour

ses

and

empl

oyee

s sa

y “w

ho’s

goi

ng to

pay

me

to s

pend

tim

e on

this

?” T

hey

wan

t to

do it

on

wor

k tim

e. T

he m

ore

dive

rse

your

ski

lls, t

he m

ore

I can

use

you

. The

y as

k, “

How

muc

h do

you

mak

e? I

wan

t you

r jo

b.”

CTD

7O

ur g

ener

atio

n an

d be

fore

, peo

ple

kept

jobs

for

a lo

ng ti

me.

The

exp

ecta

tion

now

is 1

5 jo

bs in

25

year

s. T

hey

don’

t wan

t to

give

and

we

(Boo

mer

s) w

ill n

ot g

ive.

Req

uire

s Cu

ltura

l Com

pete

ncy.

Glo

bally

, too

.CT

D8

The

com

pany

Ten

acity

is a

bus

ines

s ba

sed

on e

xpec

tatio

ns. M

utua

l exp

ecta

tions

are

set

or

we

go o

ur o

wn

way

s. T

he e

asie

st w

ay to

avo

id a

fig

ht is

to m

ake

a go

od h

ire.

Bet

ter

to w

alk

away

from

an

offe

r. N

eed

to te

ach

kids

how

to a

rtic

ulat

e TH

EIR

expe

ctat

ions

.CT

D9

Criti

cal t

o ha

ve a

con

vers

atio

n ab

out e

xpec

tatio

ns. E

xam

ple,

nar

cotic

s w

e m

issi

ng a

nd a

nur

se w

as id

entif

ied.

She

sai

d “I

nee

d he

lp.”

You

wor

k w

ith a

per

son

like

that

. How

ever

, fai

lure

to a

dmit

such

a m

ista

ke m

ay h

ave

a di

ffer

ent r

esul

t.CT

D10

Impo

rtan

t to

be o

n tim

e, d

epen

dabl

e, a

ccou

ntab

le, a

skin

g qu

estio

ns, d

ress

for

othe

rs n

ot s

elf.

Exam

ple,

ent

repr

eneu

rshi

p pr

ogra

m c

reat

ed a

fic

titio

us b

usin

ess

and

peop

le in

fiel

d ju

dged

and

cri

tique

d ev

eryt

hing

abo

ut it

.CT

D11

Initi

ativ

e an

d se

lf di

rect

ion.

Exa

mpl

e, In

& O

ut B

urge

r st

aff –

no

one

stan

ds o

ver

them

. The

y do

wha

t nee

ds to

be

done

whe

n it

need

s to

be

done

. The

y ar

e to

ld, “

You

have

the

pow

er to

do

wha

t nee

ds to

be

done

.”CT

D12

Com

mun

icat

ion

com

pete

ncy

is h

uge

– ex

plan

atio

ns to

cus

tom

ers.

90%

of o

ur e

mpl

oyee

s ar

e lo

cal a

nd u

nder

the

age

of 2

6. E

xam

ple,

24

year

ol

d, m

arri

ed w

ith b

aby,

had

pro

blem

run

ning

off

mou

th. H

e sa

id th

e w

rong

thin

g to

the

wro

ng p

erso

n. T

houg

ht h

e sh

ould

be

trea

ted

spec

ial –

lo

st h

is $

50/h

our

job.

We

have

a n

o to

lera

nce

polic

y fo

r th

is k

ind

of b

ehav

ior.

How

do

you

teac

h M

anne

rs?

CTD

13Se

vera

l ste

ps a

nd r

etra

inin

g re

late

d to

mis

take

s.CT

D14

Som

e jo

bs th

e “l

ook”

is d

iffer

ent.

Exa

mpl

e, A

berc

rom

bie

& F

itch

– fli

p flo

ps a

nd je

ans.

The

y do

n’t u

nder

stan

d w

hy th

ey c

an’t

look

the

sam

e in

he

alth

care

.CT

D15

We

have

a u

nion

that

set

s th

e to

ne fo

r co

rrec

tive

actio

n. If

not

saf

ety

rela

ted,

we

star

t with

a c

ouns

elin

g se

ssio

n.CT

D16

We

set p

eopl

e up

for

failu

re if

we

don’

t tel

l the

m o

ur e

xpec

tatio

ns.

CTD

17Th

is is

the

gap.

Old

er g

en d

oesn

’t g

et th

is. Y

oung

er g

en is

tune

d in

. We

need

to h

ire

peop

le w

ith th

ese

skill

s. M

y yo

ung

staf

fer

keep

s m

e aw

are

of th

ese

thin

gs.

CVIT

18Th

ese

have

to b

e EN

TRY

LEVE

L sk

ills.

Aft

er 3

5 ye

ars

in th

e m

ine,

we

wer

e an

eff

ectiv

e gr

oup

(lead

ersh

ip, d

ecis

ions

, tak

ing

imita

tive)

.CV

IT19

“I’m

bor

ed”

on th

e jo

b. In

con

stru

ctio

n, w

e m

odifi

ed e

quip

men

t to

be m

ore

like

gam

ing,

then

cre

ated

a c

ompe

titio

n to

sim

ulat

e it.

Stil

l “I’m

bo

red.

”N

AVI

T20

Cros

s tr

aini

ng –

nee

d em

ploy

ees

to b

e ab

le to

han

dle

mul

tiple

jobs

in th

e co

mpa

ny.

NA

VIT

ORG

AN

IZA

TIO

NA

L CU

LTU

RE

21Ex

ampl

e, c

ompl

exiti

es o

f ons

ite o

pera

tion

of r

oad

pavi

ng. T

ime

is m

oney

– o

urs

and

your

s –

inab

ility

to m

easu

re a

nd m

ove

mat

eria

l pro

perl

y an

d in

abili

ty to

CO

MM

UN

ICA

TE h

ave

cons

eque

nces

for

time

and

prof

itabi

lity.

Nee

ded

empl

oyab

ility

ski

lls a

re a

ttitu

de a

nd te

acha

bilit

y.N

AVI

T22

I rem

embe

r w

hen

McD

onal

d’s

first

ope

ned.

The

y hi

red

all y

oung

men

who

wer

e sm

iling

and

hap

py. N

o m

ore.

Hav

e w

e em

ploy

ers

low

ered

ou

r st

anda

rds?

NA

VIT

23Ci

ty o

f Hol

broo

k re

quir

es d

octo

r no

tes

for

Mon

day

and

Frid

ay a

bsen

ces.

NA

VIT

24It

’s d

iffer

ent d

epen

ding

on

the

busi

ness

NA

VIT

25W

e ch

ange

d pa

yrol

l to

MO

ND

AY

this

was

suc

h a

prob

lem

.N

AVI

T26

An

entr

y le

vel e

mpl

oyee

is a

TEA

M M

EMBE

R –

empl

oyer

and

em

ploy

ee n

eed

awar

enes

s. E

xam

ple,

McD

onal

ds e

ntry

to o

wne

rshi

pPC

JTED

27En

trep

rene

ursh

ip –

mor

e th

an a

mov

ie, i

t’s

the

elem

enta

l thi

ngs:

Whe

re d

o I g

et th

e su

pplie

s? W

hat d

o I n

eed?

How

do

I pay

for

it?PC

JTED

28W

e m

ust l

et s

tude

nts

unde

rsta

nd O

UR

cultu

ral n

orm

s.PC

JTED

29Em

ploy

ees

need

to k

now

the

hist

ory

of th

e bu

sine

ssPC

JTED

30W

hat a

re th

e “s

igns

” of

org

aniz

atio

nal c

ultu

re?

PCJT

ED31

Is th

ere

a ne

ed to

ass

imila

te b

efor

e ch

ange

can

be

mad

e in

an

orga

niza

tion?

PCJT

ED32

Cultu

re in

clud

es b

usin

ess

and

pers

onal

(cow

orke

rs)

PCJT

ED33

Aw

aren

ess,

“le

ave

self

behi

nd”

to s

ucce

ed.

PCJT

ED34

Youn

g pe

ople

nee

d to

und

erst

and

an o

rgan

izat

ion’

s cu

lture

– a

sses

s, c

olle

ct d

ata,

ask

que

stio

ns, m

ake

deci

sion

s in

con

text

– P

artic

ipat

ion

for

Succ

ess.

PCJT

ED35

AD

D b

ehav

ior

is r

ewar

ded.

“M

ove

fast

and

bre

ak th

ings

” is

the

face

book

mot

to. T

his

is o

ur y

oung

er g

ener

atio

n at

wor

k. R

esum

es a

re g

oing

to

be u

sele

ss s

ince

rep

utat

ion

is b

uilt

onlin

e. G

ood

– ba

d –

none

– w

hat’

s yo

ur o

nlin

e re

puta

tion?

Peo

ple

that

get

wha

t’s

goin

g on

don

’t m

ake

the

deci

sion

s an

d vi

ce v

ersa

.Px

Cen

t.36

Cultu

ral C

ompe

tenc

y is

at t

he to

p al

so. I

do

Inte

rgen

erat

iona

l Tra

inin

g. W

e no

w h

ave

4 ge

nera

tions

in th

e w

orkp

lace

. The

re a

re b

arri

ers

with

in

orga

niza

tions

that

are

in th

e w

ay o

f bri

ngin

g pe

ople

toge

ther

to c

olla

bora

te –

age

, rac

e, e

tc. P

roba

bly

base

d in

per

cept

ion.

Lea

ders

nee

d to

st

rike

dow

n m

yths

, sho

ot fo

r co

mm

on g

oals

. The

se a

re fr

eque

nt p

robl

ems

amon

g m

y cl

ient

s.Px

Cen

t.37

Nee

d to

focu

s on

wha

t mot

ivat

es th

e w

orkf

orce

. Our

em

ploy

ees

are

mos

t mot

ivat

ed b

y Re

cogn

ition

(whi

ch is

wha

t we

som

etim

es p

erce

ive

as

entit

lem

ent)

. The

re a

re s

ubtle

nua

nces

in h

ow th

is is

por

tray

ed. T

hey

are

mot

ivat

ed s

econ

d by

Giv

ebac

k, th

ird

by $

$. E

xam

ple,

a y

oung

man

fr

om Ja

pan

star

ted

a G

ive

Back

pro

gram

“So

cks

for

Japa

n.”

A le

tter

acc

ompa

nied

eac

h pa

ir o

f soc

ks w

ith a

n em

ail a

ddre

ss to

ena

ble

a co

nnec

tion

– a

pers

onal

con

nect

ion.

Px C

ent.

38Co

rpor

atio

ns/b

usin

esse

s ha

ve ta

ken

so m

uch

away

from

the

empl

oyee

that

ther

e is

no

loya

lty a

ny lo

nger

, in

eith

er d

irec

tion.

Exa

mpl

e,

Wis

cons

in c

uttin

g pe

nsio

ns. E

ntitl

emen

t vs.

Los

s (lo

yalty

and

res

ourc

es)

Px C

ent.

39I w

ould

rat

her

have

som

eone

take

the

initi

ativ

e an

d do

it w

rong

than

not

try.

Is th

is a

lead

ersh

ip is

sue?

Px C

ent.

40It

is h

ard

to g

et p

eopl

e to

com

e in

to th

e ut

ility

indu

stry

. It t

akes

man

y ye

ars

of h

ard

wor

k, w

ith s

win

g sh

ifts,

dan

ger

and

a st

eep

trai

ning

cur

ve.

Inst

ant g

ratif

icat

ion?

Zer

o.Px

Cen

t.41

Und

erst

andi

ng s

yste

ms

is e

xtre

mel

y im

port

ant i

n he

alth

care

. Exa

mpl

e m

edic

ine,

the

hear

t as

part

of t

he b

ody.

Px C

ent.

42Yo

uth

are

not u

sing

tech

nolo

gy to

thei

r ad

vant

age

at w

ork

– ge

nera

lly s

ocia

l use

WA

VE

43A

t Moh

ave

Corr

ectio

nal w

e em

ploy

600

. The

y CA

NN

OT

brin

g ce

ll ph

ones

into

the

faci

lity.

Doi

ng s

o m

ay r

esul

t in

term

inat

ion.

FB

and

twitt

er

are

bloc

ked.

WA

VE44

Use

of s

ocia

l med

ia is

situ

atio

nal.

WA

VE45

Som

eone

nee

ds to

get

bac

kbon

e an

d sa

y en

ough

! Fol

low

rul

es o

r ge

t out

WA

VE46

Polic

ies

and

proc

edur

es a

t all

leve

ls w

ith m

y co

mpa

ny s

ay N

O te

xtin

g, N

O F

B.W

AVE

47A

re th

e EM

PLO

YERS

ena

blin

g th

is b

ehav

ior?

WA

VE48

MTV

is a

larg

e, g

loba

l em

ploy

er th

at u

ses

tech

nolo

gy. N

eeds

are

spe

cific

to th

e em

ploy

er.

WA

VE49

Corp

orat

e cu

lture

sta

rts

at th

e to

p. E

ven

corr

ectio

ns is

a b

usin

ess

– a

city

of b

usin

esse

s. I

have

to b

e ab

le to

SEL

L m

y cu

lture

, to

staf

f and

in

mat

es, i

n or

der

for

them

to B

UY

it. B

UY

IN is

impo

rtan

t. I’

ve h

ad to

lear

n to

res

pond

to q

uest

ions

. Nee

d to

take

tim

e to

cre

ate

the

cultu

re

top

dow

n.W

AVE

50Pr

ofes

sion

alis

m. O

rgan

izat

iona

l pol

itics

is o

ne o

f the

low

est a

reas

of c

ompe

tenc

y. T

hey

need

to a

sk “

How

do

thin

gs g

et d

one

in M

Y or

gani

zatio

n?”

“How

do

I nav

igat

e TH

IS s

yste

m?”

Nee

d sk

ills

for

aski

ng q

uest

ions

.W

estM

EC51

We’

ve n

otic

ed b

raze

n be

havi

or, e

ntitl

emen

t, d

isre

gard

of h

iera

rchy

in a

tend

ency

to g

o st

raig

ht to

the

top

and

skip

thei

r su

perv

isor

.YU

MA

52Pa

rt o

f our

new

hir

e di

scus

sion

is “

Don

’t s

kip

over

you

r su

perv

isor

!”YU

MA

53It

’s th

e G

oogl

e ef

fect

, see

ing

how

it is

els

ewhe

re a

nd w

antin

g to

cre

ate

if fo

r on

e’s

self.

“Ca

n I b

ring

my

dog

to w

ork?

”YU

MA

54W

e ha

ve in

terg

ener

atio

nal w

orks

hops

with

sup

ervi

sors

or

nurs

es a

t the

hos

pita

l, co

veri

ng h

ow d

iffer

ence

s in

hom

e lif

e, te

chno

logy

hav

e sh

aped

the

youn

ger

gene

ratio

n di

ffer

ently

. Fam

ily m

ight

be

less

sta

ble,

jobs

less

sta

ble,

or

“a b

ette

r jo

b ar

ound

the

corn

er.”

YUM

A55

We

are

look

ing

for:

peo

ple

who

sho

w u

p on

tim

e, k

now

who

the

boss

is, a

re s

erio

us a

bout

saf

ety

on th

e jo

b si

te, a

nd d

on’t

rip

off

the

busi

ness

.YU

MA

56A

s a

COM

MU

NIT

Y w

e co

llabo

rate

, doi

ng m

ore

with

less

mon

ey, a

nd fl

exib

ility

is a

req

uire

men

t. C

reat

ive

idea

s ne

ed to

be

ackn

owle

dged

.YU

MA

57Te

am v

s. d

icta

tori

al le

ader

ship

– n

eed

to r

ecog

nize

val

ue o

f peo

ple

we

deal

with

. We

are

all m

embe

rs o

f the

com

mun

ity in

whi

ch w

e liv

e,

NO

T to

uch-

feel

y bu

t rea

listic

ass

essm

ent.

Thi

s is

a p

art o

f col

labo

ratio

n.YU

MA

58St

yles

of a

dmin

istr

ativ

e m

anag

emen

t/le

ader

ship

giv

e m

ixed

sig

nals

. In

team

env

iron

men

ts e

ach

pers

on is

res

pons

ible

for

succ

ess.

YUM

A59

Now

that

tim

es a

re ti

ght,

man

agem

ent h

as “

the

ham

mer

” ra

ther

than

the

empl

oyee

.YU

MA

60Cu

lture

of w

ork

– re

gard

less

of t

imes

, the

y st

ill n

eed

to d

o be

rea

dy to

do

grea

t wor

k.YU

MA

61In

man

agem

ent,

whe

n W

E w

alk

the

wal

k, th

e at

titud

e is

bet

ter.

It’s

an

impo

rtan

t eff

ort f

or u

s. W

E pi

tch

in.

YUM

A

Stat

emen

tG

roup

161

Rela

tions

hip

build

ing*

Com

bine

d2

Resp

ect o

f sel

f and

oth

ers*

* (g

iven

and

rec

eive

d)Co

mbi

ned

3I a

ddre

ss d

ress

cod

e fir

st in

hea

lthca

re. A

ppea

ranc

e su

ppor

ts p

atie

nt tr

ust i

n th

eir

care

.Co

mbi

ned

4It

’s n

ot JU

ST s

peak

ing,

it’s

INTE

RACT

ING

. Com

plex

is g

ood

– it’

s m

ore

than

.Co

mbi

ned

5O

ne o

n on

e, o

ne to

roo

m, a

lett

er, e

mai

l – a

ll ve

ry d

iffer

ent –

com

plex

.Co

mbi

ned

6I u

nder

stan

d sm

all b

usin

ess

wan

ting

empl

oyee

s to

impr

ove

in s

tand

ards

bec

ause

of t

he C

UST

OM

ER’s

judg

men

t of u

s th

roug

h th

at e

mpl

oyee

.Co

mbi

ned

7Co

mm

unic

atio

n co

mpe

tenc

y is

hug

e –

expl

anat

ions

to c

usto

mer

s. 9

0% o

f our

em

ploy

ees

are

loca

l and

und

er th

e ag

e of

26.

Exa

mpl

e, 2

4 ye

ar

old,

mar

ried

with

bab

y, h

ad p

robl

em r

unni

ng o

ff m

outh

. He

said

the

wro

ng th

ing

to th

e w

rong

per

son.

Tho

ught

he

shou

ld b

e tr

eate

d sp

ecia

l –

lost

his

$50

/hou

r jo

b. W

e ha

ve a

no

tole

ranc

e po

licy

for

this

kin

d of

beh

avio

r. H

ow d

o yo

u te

ach

Man

ners

?CT

D8

In te

stin

g/ev

alua

ting

IT s

yste

ms,

Pro

fess

iona

lism

. The

y re

pres

ent o

ur c

ompa

ny a

nd fi

rst i

mpr

essi

on is

impo

rtan

t. A

fter

that

, Com

plex

Co

mm

unic

atio

n –

the

abili

ty to

rec

eive

, dig

est,

pro

cess

and

ret

urn

com

mun

icat

ion

is e

ssen

tial (

our

clie

nt’s

are

in D

efen

se, f

rom

gen

eral

s to

CE

Os)

.CT

D9

Com

mun

icat

ion,

per

sona

l int

erac

tion

with

cus

tom

er. W

alm

art’

s ne

w h

ires

are

str

aigh

t fro

m H

S. T

rain

ing

cove

rs a

ran

ge o

f ski

lls. V

ery

few

new

hi

res

ask

any

kind

of q

uest

ion.

CTD

10Ex

ampl

e, c

lerk

in a

uto

part

s st

ore

talk

ing

on th

e ph

one

whi

le “

serv

ing”

me.

CTD

11Ex

ampl

e, n

ot a

nsw

erin

g th

e ph

one

whe

n ta

lkin

g to

a c

usto

mer

. NO

T in

terr

uptin

g so

meo

ne ta

lkin

g on

the

phon

e. C

usto

mer

ser

vice

nee

ds to

be

taug

ht.

CTD

12Ex

ampl

e of

cus

tom

er s

ervi

ce, a

Cha

ndle

r re

stau

rant

pro

vide

s da

rk o

r lig

ht n

apki

ns to

cus

tom

ers

depe

ndin

g on

the

colo

r of

thei

r cl

othi

ng s

o th

at th

e lin

t fro

m th

e na

pkin

s w

on’t

sho

w u

p.CT

D13

Nee

d to

be

able

to h

ave

a no

rmal

con

vers

atio

n.CV

IT14

Now

kid

s co

mm

unic

ate

in 1

40 c

hara

cter

s or

less

. Stu

dent

s ca

n do

this

. The

y ha

ve n

o id

ea h

ow to

TA

LK to

a h

uman

bei

ng o

n a

phon

e.CV

IT15

Exam

ple,

An

auto

tech

was

laid

off

for

lack

of p

eopl

e sk

ills,

eve

n th

ough

he

was

the

MO

ST p

rodu

ctiv

e te

ch.

EVIT

16I r

emem

ber

whe

n M

cDon

ald’

s fir

st o

pene

d. T

hey

hire

d al

l you

ng m

en w

ho w

ere

smili

ng a

nd h

appy

. No

mor

e. H

ave

we

empl

oyer

s lo

wer

ed

our

stan

dard

s?N

AVI

T17

Kids

com

mun

icat

e so

wel

l via

text

ing

and

FB b

ut n

ot o

ne o

n on

e. ►

aff

ects

abi

lity

to c

omm

unic

ate

face

to fa

ce w

ith a

cus

tom

er. ►

sayi

ng

“lik

e” 3

0 tim

es ►

may

be w

e sh

ould

sta

rt d

oing

our

inte

rvie

ws

with

US

text

ing.

NA

VIT

18M

ore

youn

g pe

ople

wan

t to

use

self-

serv

e op

tions

, old

er p

eopl

e w

ant a

ssis

ted

serv

ice.

Mos

t don

’t w

ant p

eopl

e fo

llow

ing

them

aro

und

the

stor

e.N

AVI

T19

We

are

grad

ed b

ette

r as

a s

tore

if s

ales

ass

ista

nts

offe

r to

hel

p fin

d an

item

out

side

the

stor

e w

hen

not a

vaila

ble

in th

e st

ore.

Thi

s is

not

the

youn

ger

gen

look

ing

for

this

. You

nger

cle

rks

like

to g

o on

line

and

do th

is.

NA

VIT

20I h

ired

a 6

0 ye

ar o

ld h

air

dres

ser

and

trai

ned

her

to b

e a

bank

telle

r. S

he is

now

a s

enio

r te

ller.

Whe

n I f

irst

hir

ed h

er, m

y co

lleag

ues

thou

ght I

w

as c

razy

.N

AVI

T21

We

need

them

to b

e th

inki

ng a

bout

a JO

B as

par

t of s

omet

hing

larg

er. Y

our

job

is to

mak

e su

re th

e cu

stom

er is

hap

py a

nd th

e co

mpa

ny

prof

its.

NA

VIT

IN P

ERSO

N -

HU

MA

N T

O H

UM

AN

INTE

RACT

ION

- CU

STO

MER

SER

VIC

E

22N

eed

to le

t em

ploy

ees

mak

e m

ista

kes

or th

ey w

ill b

e af

raid

to m

ake

a de

cisi

on. ►

Nee

d to

do

this

in e

duca

tion,

exa

mpl

e, a

s an

em

ploy

ee I

gave

aw

ay $

1000

sof

a to

man

age

com

pany

mis

take

s fo

r cu

stom

erN

AVI

T23

Whe

n de

alin

g w

ith p

eopl

e, n

eed

to ta

lk e

ye b

all t

o ey

e ba

ll fir

st, t

hen

phon

eN

AVI

T24

Nee

d to

con

side

r th

at s

ome

peop

le d

o N

OT

wan

t int

erac

tivity

. The

y w

ant t

he tr

ansa

ctio

n to

mov

e qu

ickl

y, g

et it

don

e.N

AVI

T25

Pers

on to

per

son

skill

s –

mus

t be

able

to e

ngag

e th

e cu

stom

erN

AVI

T26

Com

mun

icat

ion

is c

ritic

al.

NA

VIT

27It

’s o

n th

e em

ploy

er to

sho

ot fo

r EX

EMPL

ARY

to g

et a

t “go

od”

cust

omer

ser

vice

.N

AVI

T28

Tech

nolo

gy v

s. fa

ce-t

o-fa

ce, s

kills

mus

t be

taug

ht.

PCJT

ED29

Tech

nolo

gy a

nd th

e sp

eed

of c

hang

e –

incl

udes

face

to fa

ce. S

ee M

icro

busi

ness

Adv

ance

men

t Cen

ter

http

://m

ac-s

a.or

g/.

PCJT

ED30

Exam

ple

of C

ritic

al th

inki

ng, i

nter

actin

g w

ith c

usto

mer

s w

ho h

ave

a ne

edPx

Cen

t.31

Nee

d aw

aren

ess

that

peo

ple

are

still

pur

chas

ing

IN P

ERSO

N. N

eed

to m

ix s

kill

sets

– e

mpl

oyab

ility

in a

tech

nica

l con

text

. W

estM

EC32

Basi

cs: s

peak

to p

eopl

e, m

ath,

sho

w u

p on

tim

e, d

ress

pro

perl

y, h

ygie

ne –

the

rest

em

ploy

ers

wan

t to

trai

n.

Wes

tMEC

33A

Gal

lup

poll

show

ed th

at e

mpl

oyee

eng

agem

ent l

ed to

cus

tom

er e

ngag

emen

t whi

ch le

d to

pro

fits

for

the

firm

. [in

itiat

ive/

self-

dire

ctio

n?]

Wes

tMEC

34G

ood

cust

omer

ser

vice

ski

lls –

reg

ardl

ess

of a

ll el

se –

is u

nive

rsal

ly im

port

ant.

YUM

A

Stat

emen

tG

roup

171

Teac

hers

lack

ing

skill

s in

cre

atin

g an

env

iron

men

t whe

re s

tude

nts

are

com

fort

able

ask

ing.

CAVI

T2

How

do

we

test

for

this

legi

timat

ely?

CAVI

T3

Pers

onal

eve

ry d

ay P

RACT

ICE

requ

ired

.CA

VIT

4W

e m

ust m

odel

wha

t we

expe

ct o

ther

s to

impl

emen

t – IN

DIV

IDU

ALL

Y.CA

VIT

5CT

E ca

n co

nnec

t the

dot

s on

this

and

cov

er it

all.

APP

LIED

lear

ning

env

iron

men

t.CA

VIT

6Ex

tern

/Int

erns

hips

or

prac

ticum

s tu

rn th

e lig

ht o

n –

valid

ate

the

lear

ning

, res

ultin

g in

pri

de a

nd in

itiat

ive.

CAVI

T7

App

lied

mea

ns H

ands

On.

CAVI

T8

It’s

mag

ic, r

eal l

earn

ing

happ

ens.

CAVI

T9

CTE

Adv

ocac

y ca

lls u

pon

a st

uden

t’s

desi

re to

wor

k in

this

man

ner.

Exa

mpl

e, to

uchi

ng a

rob

ot c

onne

cts

with

them

per

sona

lly.

CAVI

T

10W

e ar

e lo

okin

g at

bus

ines

s/in

dust

ry s

kills

that

we

wan

t our

stu

dent

s to

hav

e, th

eref

ore

the

teac

hers

/sta

ff m

ust h

ave

thes

e sk

ills.

CAVI

T

11A

t CA

VIT

addi

tiona

l JTE

D fu

nds

cam

e w

ith a

n ex

pect

atio

n fr

om th

e bo

ard:

“Pr

ogra

m Q

ualit

y Im

pact

”CA

VIT

12Q

ualit

y m

arke

rs fo

r te

ache

r an

d pr

ogra

m in

clud

e: e

mer

ging

, hig

h qu

ality

, exc

elle

nce.

The

se m

arke

rs a

re in

dica

ted

in th

eir

clas

sroo

ms

so

anyo

ne e

nter

ing

can

see.

CAVI

T

13M

ento

ring

is im

port

ant,

a c

omm

unity

nee

ds to

be

invo

lved

, mor

e th

an p

aren

ts. T

he m

ento

r is

oft

en th

e on

e w

ho m

akes

a d

iffer

ence

in a

life

. “Y

ou c

an d

o an

ythi

ng y

ou w

ant t

o.”

CAVI

T

14W

e ca

n’t o

rche

stra

te th

is a

t the

sta

te le

vel.

It’s

loca

l com

mun

ity.

CAVI

T15

CTSO

(Car

eer

Tech

Stu

dent

Org

s) 2

3,00

0 pa

rtic

ipan

ts a

cros

s st

ate.

Eve

nts

focu

s on

car

eer

skill

s. C

ompe

titio

ns in

clud

e TE

AM

eve

nt.

CAVI

T

16W

e im

plem

ent A

LL o

f the

se s

kills

in o

ur c

lass

room

, sep

arat

ing

HO

ME

& W

ORK

beh

avio

rs.

CAVI

T17

Mas

teri

ng s

omet

hing

on

pape

r/co

mpu

ter

is N

OT

the

sam

e as

act

ually

doi

ng th

e ta

sk.

CAVI

T18

Our

goa

ls r

egar

ding

Em

ploy

abili

ty S

kills

: Def

ine

(wha

t doe

s it

look

like

?) –

Mea

sure

(sce

nari

o de

velo

pmen

t and

rub

rics

) – M

anag

e. Id

entif

y w

hat i

t mea

ns to

mov

e fr

om N

OVI

CE to

EXP

ERT.

Em

bed

the

skill

s in

our

pro

gram

s.CA

VIT

19En

gage

men

t is

impo

rtan

t. B

ells

, whi

stle

s an

d tim

e ho

urs

are

NO

T en

gage

men

t, r

athe

r co

unte

r pr

oduc

tive.

CAVI

T20

One

siz

e do

es N

OT

fit a

llCo

mbi

ned

21Co

ntin

uous

Lea

rnin

gCo

mbi

ned

22Sk

ills

can

be le

arne

d –

the

earl

ier

the

bett

erCo

mbi

ned

23D

evel

op s

kills

thro

ugh

appl

icat

ion

Com

bine

d24

We

don’

t bel

ieve

? W

E BE

LIEV

E th

ese

thin

gs c

an b

e le

arne

d.Co

mbi

ned

25In

H.S

. cla

ssro

oms,

I m

iss

seei

ng m

odel

ing

of e

xpec

ted

appe

aran

ce a

nd b

ehav

ior.

Com

bine

d26

Whe

n an

d ho

w d

o yo

ung

peop

le le

arn

thes

e sk

ills?

Com

bine

d27

Ther

e’s

a cu

rric

ulum

in o

ur p

rogr

am, c

aree

r pr

ep, t

hat t

each

es m

any

of th

ese

skill

s. E

VERY

BOD

Y sh

ould

hav

e th

is s

kill

base

and

kno

wle

dge.

It

can

and

shou

ld b

e ta

ught

.Co

mbi

ned

28In

tern

ship

s ar

e cr

ucia

l. Th

ey h

elp

mak

e co

nnec

tions

to th

ese

skill

s th

roug

h EX

PERI

ENCE

.Co

mbi

ned

29Tr

aini

ng, m

ento

ring

nee

ds to

be

prov

ided

. Exa

mpl

e, c

anno

t GU

ESS

how

to u

se e

quip

men

t.Co

mbi

ned

30W

e do

a lo

t of t

eam

lead

er tr

aini

ng to

hel

p su

perv

isor

s be

goo

d at

res

pond

ing

to q

uest

ions

.Co

mbi

ned

IMPL

EMEN

TATI

ON

314

year

s of

eng

inee

ring

and

mat

h is

set

ting

kids

up

for

failu

re. H

ow w

ould

a 4

th y

ear

of m

ath

help

me?

Phy

sics

is h

elpf

ul. “

I don

’t W

AN

T to

wor

k it,

so

I WO

N’T

wor

k it.

”

Com

bine

d

32Ex

ampl

e, c

ross

ing

arm

s an

d ha

nds.

We’

ve n

ot d

iscu

ssed

pre

fere

nces

. Are

you

mor

e co

mfo

rtab

le in

you

r le

ft o

r ri

ght h

emis

pher

e. V

oc T

ech

help

s yo

u le

arn

the

CON

TEXT

. Pre

fere

nces

mus

t be

embe

dded

. One

siz

e do

esn’

t fit

all.

Com

bine

d

33O

ne o

f our

res

pons

ibili

ties

in e

duca

tion

is to

hel

p st

uden

ts d

evel

op s

kills

in a

rena

s w

here

they

are

not

com

fort

able

. Hel

p th

em lo

ok a

t the

ch

alle

nges

and

kno

w th

ey c

an le

arn.

Com

bine

d

34W

hat A

RE th

e sk

ills?

Wha

t do

they

LO

OK

like

in p

ract

ice?

How

do

we

teac

h th

em?

How

do

we

mea

sure

them

? H

ow d

o w

e go

dee

per

into

tr

aini

ng o

f the

ski

lls th

at a

re im

port

ant?

Com

bine

d

35W

here

do

we

prac

tice

spea

king

toda

y?Co

mbi

ned

36Ya

vapa

i Col

lege

had

a c

ours

e on

em

ail c

omm

unic

atio

n fo

r th

e m

inin

g gr

oup.

Com

bine

d37

The

wor

ld o

f wor

k is

not

a m

ultip

le c

hoic

e te

st. A

s em

ploy

ees

we

wan

t to

know

that

stu

dent

s re

ceiv

ing

thes

e ce

rtifi

cate

s ca

n D

EMO

NST

RATE

th

ese

skill

s.Co

mbi

ned

38La

unch

in L

ife p

rogr

am in

clud

es: f

inan

ces,

inte

rvie

win

g te

chni

ques

, res

ume

wri

ting,

kno

win

g in

divi

dual

ski

ll se

ts, u

nder

stan

ding

con

nect

ion

betw

een

educ

atio

n an

d qu

ality

of l

ife. 4

H is

taki

ng th

e cu

rric

ulum

to U

of A

for

peer

rev

iew

in o

rder

to p

repa

re fo

r a

stat

ewid

e la

unch

.CT

D

39N

eeds

to b

e in

biz

/ind

ustr

y te

rms

as w

ell a

s un

ders

tand

able

by

pare

nt a

nd s

tude

nt.

CTD

40N

orve

ll –

Inno

vativ

e sc

hool

for

kids

with

lear

ning

dis

abili

ties

(aut

ism

, dys

lexi

a). C

urri

culu

m is

bas

ed o

n m

aste

ry, n

ot g

rade

. how

do

you

teac

h m

anne

rs?

Giv

e th

em a

ppro

pria

te h

omew

ork

(hom

e an

d sc

hool

), ex

ampl

e, c

ompl

emen

ting

the

teac

her

in a

noth

er c

lass

room

, off

erin

g to

do

dish

es (a

ffec

tive

lear

ning

).

CTD

41Th

ese

stan

dard

s w

ill s

et e

xpec

tatio

ns fo

r le

arni

ng in

our

sch

ools

. We

hope

you

rai

se th

e ba

r an

d ra

ise

expe

ctat

ions

. It s

tart

s ea

rly

on –

not

op

tiona

l. D

on’t

mak

e ex

cept

ions

. The

y ca

n do

it if

we

expe

ct th

em to

.CT

D

42Sc

hool

can

’t b

e th

e an

swer

for

ever

ythi

ng. T

hey’

re d

ealin

g w

ith d

isci

plin

e pr

oble

ms.

CVIT

43H

ow d

o w

e ap

ply

all t

his

in th

e cl

assr

oom

?CV

IT44

Wor

ked

with

DEC

CA to

des

ign

logo

for

trai

l sys

tem

. We

teac

h th

em to

use

soc

ial m

edia

for

busi

ness

CVIT

45W

e ha

ve th

e 2nd

mos

t fol

low

ed D

ECCA

face

book

pag

e in

the

coun

try.

CVIT

46Sc

hool

s ca

n’t e

ven

acce

ss th

is. W

e ne

ed to

wor

k th

is o

ut. N

eed

wor

ksho

ps fo

r te

ache

rs a

bout

this

– B

asic

, Int

erm

edia

te, A

dvan

ced.

CVIT

47W

e ha

d a

gran

t for

teac

hing

/lea

rnin

g CO

NTE

NT

with

dis

cret

e m

athe

mat

ical

ski

lls. V

ery

deep

thin

king

. Mea

nt to

get

at t

hat t

he 4

th y

ear

of

mat

h.

CVIT

48D

o th

e ki

ds s

ee a

pur

pose

in th

is?

Are

we

mer

ging

imag

inat

ion

with

the

skill

s of

mat

hem

atic

s?CV

IT49

Mat

h ne

eds

to b

e re

leva

nt. W

e ar

e gi

ving

bot

h CT

E an

d m

ath

cred

it th

roug

h th

e co

mm

unity

col

lege

.CV

IT50

Aca

dem

ic a

nd C

TE in

stru

ctor

s ne

ed to

inte

grat

e. N

ot ju

st C

TE in

tegr

atin

g ac

adem

ics.

CVIT

51Br

oad

than

this

. Nee

ds to

be

inte

grat

ed, p

roje

ct-b

ased

lear

ning

.CV

IT52

We

can

do a

ll of

this

, but

if w

e do

n’t e

ngag

e th

e st

uden

ts, w

e’ve

lost

the

gam

e. N

eed

to b

egin

EA

RLIE

R. W

e w

ant k

ids

to ta

ke im

itativ

e an

d as

k qu

estio

ns. W

ho is

sch

ool i

s en

cour

agin

g th

is?

CVIT

53H

ow w

ill w

e de

fine

thes

e sk

ills

once

we’

ve fi

nish

ed th

is c

onve

rsat

ion?

The

n it’

s a

new

con

vers

atio

n ab

out m

easu

ring

and

man

agin

g th

em.

CVIT

54H

ow m

any

kids

are

goi

ng to

nee

d a

4th y

ear

of m

ath

to s

urvi

ve?

82%

of j

obs

that

bec

ome

avai

labl

e an

y da

y do

not

req

uire

a c

olle

ge e

duca

tion.

CVIT

55M

any

skill

s ca

n be

lear

ned

in a

n ap

pren

tices

hip

prog

ram

, and

we

need

to r

etur

n to

that

min

dset

.CV

IT

56W

hen

I was

in H

S, k

ids

left

HS

to g

et tr

aini

ng @

a v

ocat

iona

l sch

ool.

CVIT

57Te

ache

rs a

re n

ot a

ddre

ssin

g th

em in

CTE

bec

ause

we

don’

t hav

e st

anda

rds.

EVIT

58W

ES a

re e

ssen

tial t

o in

dust

ry. N

eeds

to b

e ac

ross

the

boar

d (in

sch

ools

), no

t jus

t CTE

, but

ele

men

tary

thro

ugh

high

sch

ool.

EVIT

59Vo

catio

nal E

d no

t req

uire

d to

gra

duat

e fr

om h

igh

scho

ol.

EVIT

60W

e ne

ed to

get

beh

ind

the

scho

ols

and

cons

ider

the

fam

ily s

ituat

ions

.EV

IT61

Thes

e sk

ills

need

to b

e ta

ught

, beg

inni

ng in

the

hom

e.EV

IT62

Nee

d to

rem

embe

r th

at w

e D

O g

radu

ate

a lo

t of f

ine

youn

g pe

ople

. As

conc

erne

d pe

ople

, we

just

wan

t the

[sys

tem

] to

be b

ette

r. “

I don

’t

know

wha

t you

did

, but

you

kic

ked

him

whe

re I

coul

dn’t

.” (p

aren

t)EV

IT

63Is

sue

teac

hing

stu

dent

s BA

SIC

tech

ski

lls b

ecau

se th

ey w

ant t

o do

the

“fun

” st

uff.

EVIT

64Le

arne

d th

ese

thin

gs m

ysel

f thr

ough

a C

OE

prog

ram

(Coo

pera

tive

Educ

atio

n, C

TE).

EVIT

65W

e’ve

see

n a

huge

pus

h fo

r co

llege

, mis

sing

the

care

er c

onne

ctio

n. T

hey

NEE

D to

hav

e a

care

er –

it’s

not

abo

ut a

cade

mic

gen

ius.

Kno

wle

dge

need

s to

con

nect

to p

robl

em s

olvi

ng, t

eam

ing.

Wha

t are

the

ethi

cs?

Conn

ectio

ns n

eed

to b

e m

ade

earl

y on

.EV

IT

66It

sta

rts

at h

ome,

if n

ot a

t hom

e at

sch

ool –

spo

rts,

stu

dent

org

aniz

atio

ns.

EVIT

67D

ECCA

– s

tude

nt k

now

ledg

e/sk

ill te

sted

in c

ompe

titio

ns n

atio

nally

.EV

IT68

lear

n to

PRA

CTIC

E, r

esea

rch,

stu

dy –

Cap

ston

e Ex

peri

ence

s. “

DEC

CA is

my

spor

t.”

EVIT

69St

uden

t ben

efits

: tro

phie

s, r

esum

e bu

ilder

s, c

ertif

icat

es (c

arro

ts),

scho

lars

hips

…EV

IT70

Am

ount

of t

ime

stud

ent a

nd te

ache

r sp

end

toge

ther

in S

tude

nt P

rofe

ssio

nal O

rgs

crea

tes

a re

latio

nshi

p th

at le

ads

to h

igh

leve

l dev

elop

men

t of

thes

e sk

ills.

EVIT

71W

hy a

re w

e no

t inc

orpo

ratin

g th

ese

skill

s in

to o

ur a

cade

mic

cou

rses

? H

ow c

an w

e w

ork

with

indu

stry

to e

ffec

t thi

s?EV

IT72

Is th

ere

a ba

lanc

e be

twee

n Em

ploy

ee a

nd E

mpl

oyer

ski

lls?

EVIT

73Ta

ke a

½ d

ay a

nd d

o a

prac

tice

job,

inte

rvie

w w

ith s

tude

nts

and

teac

h in

terv

iew

ski

lls (p

roce

ss o

f Ski

lls U

SA)

EVIT

74O

ur li

fe s

kills

cla

ss ta

ught

com

mun

icat

ing

on a

topi

c. K

ids

from

sin

gle

pare

nt/b

lend

ed h

omes

oft

en m

edia

ting

for

thei

r fa

mili

es. W

e pr

ovid

ed

this

trai

ning

that

was

not

nec

essa

rily

taug

ht a

t hom

e.N

AVI

T

75Co

mm

unic

atio

n sk

ills,

whe

n no

t eng

rain

ed e

arly

eno

ugh,

are

diff

icul

t to

tran

sfer

into

oth

er a

reas

. Nee

ds to

be

part

of t

hem

. IN

TEG

RATE

D.

NA

VIT

76In

stu

dent

org

aniz

atio

ns [C

TSO

s] w

e us

e ro

le p

layi

ng a

t a h

igh

leve

l with

in a

com

petit

ive

envi

ronm

ent.

Eac

h or

gani

zatio

n ha

s jo

b in

terv

iew

ev

ents

. We

impl

emen

t all

of th

ese

[ski

lls] i

n ou

r pr

ogra

ms.

NA

VIT

77A

cade

mic

dec

athl

on is

the

sam

e. B

ehav

iors

are

sco

red

as w

ell a

s ac

adem

ics.

NA

VIT

78Ex

ampl

e, H

ewle

tt P

acka

rd in

tern

ship

s, th

e “r

eal g

ig”

mad

e a

bigg

er im

pres

sion

, diff

eren

t tha

n co

mpe

titio

ns. K

ids

take

“fo

r re

al”

expe

rien

ces

mor

e se

riou

sly.

NA

VIT

79N

PC h

as a

gre

at n

ursi

ng p

rogr

am. I

t’s

how

they

pre

sent

lear

ning

in th

e cl

assr

oom

: a lo

t of c

linic

al, h

ospi

tals

, TLC

, han

ds o

n an

d co

oper

atio

n be

twee

n ed

ucat

ion

and

crea

tes

the

abov

e. ►

also

hig

h ex

pect

atio

ns fr

om N

PC o

f the

stu

dent

s –

nurs

ing,

par

amed

ic a

nd C

AN

. ►th

e nu

rsin

g pr

ogra

m h

as fe

wer

res

ourc

es th

an m

any

but a

ded

icat

ed s

taff

and

lead

ersh

ip th

at c

reat

es a

n en

viro

nmen

t for

exc

elle

nce.

NA

VIT

80Th

is [t

each

ing

skill

s] n

eeds

to b

egin

in m

iddl

e an

d el

emen

tary

– a

t lea

st b

y 6th

– te

chni

cal s

kills

go

on th

is b

ase.

NA

VIT

81Bi

gger

sca

le –

thes

e sk

ills

are

not t

este

d. U

nles

s th

ey a

re te

sted

, the

y w

ill n

ot a

ppea

r. W

e ha

ve r

each

ed c

ritic

al m

ass.

We

need

to c

hang

e th

e

para

digm

– g

et th

em r

eady

. Eve

ry 5

th a

nd 6

th g

rade

teac

her

in th

e st

ate

need

s th

is li

st.

NA

VIT

82M

y te

ache

rs [C

TSO

] ask

ed m

e N

OT

to te

ach

empl

oyab

ility

ski

lls b

ecau

se it

has

not

hing

to d

o w

ith th

e te

chni

cal a

rea.

NA

VIT

83W

e ra

n a

stor

e to

teac

h th

ese

skill

s to

stu

dent

s –

part

of t

he s

choo

l day

.N

AVI

T

84W

e em

ploy

ers

shou

ld h

elp

with

this

.N

AVI

T85

I was

not

goo

d at

[the

se s

kills

] mys

elf w

hen

I fir

st s

tart

ed. H

ow d

o w

e te

ach

and

mea

sure

this

?N

AVI

T86

If no

t tes

ted,

will

not

be

taug

ht –

that

’s s

cary

(YES

!!!!

)N

AVI

T87

Men

tori

ng is

nee

ded

PCJT

ED88

Giv

e yo

uth

cred

it fo

r th

eir

capa

city

to le

arn.

The

y’ll

take

the

lead

by

wha

t the

y SE

E.PC

JTED

89CT

E In

stru

ctor

s –

grea

t with

teac

hing

tech

nica

l ski

lls. H

ow a

re w

e te

achi

ng T

HES

E sk

ills?

Thi

s is

hig

hly

invo

lved

.PC

JTED

90“I

f we

can’

t def

ine

it, w

e ca

n’t m

easu

re it

. If w

e ca

n’t m

easu

re it

, we

can’

t man

age

it.”

Scho

ol is

off

from

wha

t we

need

to a

ccom

plis

h th

is

task

. The

se a

re H

UM

AN

ski

lls th

at r

equi

re c

erta

in c

ondi

tions

in le

arni

ng.

PCJT

ED

91Th

e la

w m

anda

tes

asse

ssm

ent o

f tec

hnic

al s

kills

. We

NEE

D s

tude

nts

to b

e ab

le to

per

form

thes

e sk

ills.

Got

to u

se th

eir

time

and

reso

urce

s to

go

dee

p an

d re

ach

thes

e sk

ills.

PCJT

ED

92Ca

n as

sess

per

form

ance

acr

oss

spac

e an

d tim

e us

ing

expe

rts

and

tech

nolo

gy. M

alco

lm G

ladw

ell T

he O

utlie

rs a

sks

“How

do

you

beco

me

expe

rt a

t any

thin

g?”

Exam

ple,

Bea

tles

rehe

arsi

ng fo

r ye

ars,

hou

rs a

day

, to

perf

ect t

heir

ski

ll.PC

JTED

93N

eed

to te

ach

pare

nts

and

teac

hers

som

etim

es. W

ho is

equ

ippe

d to

hel

p th

e ch

ild b

e su

cces

sful

? In

spi

te o

f soc

io-e

cono

mic

diff

eren

ces.

PCJT

ED

94W

hat i

s th

e em

ploy

er’s

res

pons

ibili

ty?

PCJT

ED95

How

will

this

be

com

mun

icat

ed to

stu

dent

s? T

his

is a

cla

ss.

PCJT

ED96

My

resp

onse

to a

stu

dent

’s q

uest

ion

“Wha

t did

it ta

ke y

ou to

be

succ

essf

ul?”

res

ulte

d in

man

y of

thes

e to

pics

.PC

JTED

97Sh

ould

not

sim

plify

how

com

plic

ated

this

may

be

to in

corp

orat

e in

to C

TE.

PCJT

ED98

Prac

tice

thes

e sk

ills

whi

le e

ngag

ed in

wor

k as

a te

am. E

xam

ple,

Hab

itat f

or H

uman

ity.

PCJT

ED99

Shou

ld b

e ca

lled

Criti

cal W

orkp

lace

Em

ploy

abili

ty &

Ret

entio

n Sk

ills

**ne

ed to

be

part

of e

very

sin

gle

cour

sePC

JTED

100

List

of 1

5 th

ings

you

can

do

to lo

se y

our

job.

#11

is “

Do

your

job”

PCJT

ED10

1Co

mm

unity

col

lege

s ar

e do

ing

a go

od jo

b br

ingi

ng in

biz

/ind

ustr

y. M

aybe

this

nee

ds to

hap

pen

mor

e. W

hat w

e th

ough

t was

cha

lleng

ing

is n

ot

the

sam

e w

ith y

outh

. The

y ne

ed a

diff

eren

t cha

lleng

e.Px

Cen

t.

102

Basi

c sk

ills

for

entr

y le

vel j

obs

are

mis

sing

. Thi

s is

gen

erat

iona

l and

eco

nom

ic. W

e’ve

had

to lo

ok to

oth

er c

ount

ries

to s

uppl

emen

t our

w

orkf

orce

. It t

akes

a y

ear

to fi

nd a

min

ing

engi

neer

.Px

Cen

t.

103

NSF

gra

nt th

ro’ M

CCC.

Tea

cher

s an

d st

uden

ts a

re b

eing

trai

ned

TOG

ETH

ER, c

reat

ing

colla

bora

tion

betw

een

stud

ents

and

teac

hers

(bey

ond

appr

ehen

sion

to p

rodu

ctiv

ity).

Px C

ent.

104

Gla

dwel

l’s O

utlie

rs. 4

0% o

f tea

cher

s ha

ve le

ss th

an 3

yea

rs e

xper

ienc

e in

the

clas

sroo

m. C

reat

ivity

and

Inno

vatio

n ar

e re

quir

ed to

mak

e th

e tr

ansi

tions

nee

ded

to d

ay. H

ow d

o w

e ge

t the

new

gen

teac

her

able

to m

ake

the

tran

sitio

n? M

assi

ve c

ultu

ral c

hang

e ab

out h

ow w

e pr

ep

peop

le fo

r w

orkf

orce

. We

need

to h

elp

the

adul

ts/t

each

ers

unde

rsta

nd w

hat’

s ha

ppen

ing

in b

iz/i

ndus

try.

The

y ne

ed a

n EX

PERI

ENCE

of i

t.

Px C

ent.

105

Syst

ems

Thin

king

“W

isdo

m”

ties

into

Com

plex

Com

mun

icat

ion

– tim

ing,

gui

ding

, men

tori

ng, l

ooki

ng to

the

futu

re. E

xam

ple,

hos

pita

ls –

how

w

ill r

efor

m a

ffec

t the

m?

affe

ct c

aree

r de

velo

pmen

t in

nurs

ing?

Maj

ority

of n

urse

s pr

esen

tly w

ork

in h

ospi

tals

but

will

nee

d to

tran

sitio

n to

ou

tpat

ient

car

e an

d co

mm

unity

edu

catio

n. “

Com

plex

Car

e” w

ill r

equi

re c

olla

bora

tion

with

oth

er s

ervi

ces

with

out “

silo

s.”

how

do

we

deve

lop

this

wis

dom

?

Px C

ent.

106

MCC

cur

ricu

lum

was

2 g

ener

atio

ns b

ehin

d (f

rom

adj

unct

per

spec

tive)

.Px

Cen

t.10

7Te

chno

logy

in s

choo

l is

behi

nd.

Px C

ent.

108

Rura

l min

ing

com

mun

ities

– m

any

min

ers

do n

ot w

ant t

o le

arn

scie

nce

– th

ey w

ant a

TRA

DE

(wel

ding

, ele

ctri

cal).

Tra

des

peop

le p

ull t

he

reso

urce

s ou

t of t

he g

roun

d th

at a

re n

eede

d to

CRE

ATE

an

IPA

D.

Px C

ent.

109

Long

-ter

m h

ealth

care

fiel

d on

e of

the

fast

est g

row

ing

in th

e st

ate.

The

mes

sage

to o

ur y

outh

, “D

on’t

go

into

that

” is

con

trar

y.Px

Cen

t.

110

Hea

lthca

re r

efor

m is

goi

ng to

shi

ft th

e ne

eds

for

trai

ning

and

em

ploy

men

t fro

m in

terv

entio

n to

pre

vent

ion.

A n

utri

tioni

st n

eeds

to le

arn

the

syst

em, i

nclu

ding

food

pre

p an

d po

ts a

nd p

ans.

The

y ne

ed e

xper

ient

ial l

earn

ing.

Px C

ent.

111

Peop

le d

on’t

kno

w h

ow to

lead

. Peo

ple

need

to b

e ta

ught

men

tori

ng –

acc

ount

abili

ty, e

xpec

tatio

n se

ttin

g. T

his

falls

on

the

empl

oyer

firs

t.Px

Cen

t.

112

In e

duca

tion

ther

e’s

an o

vere

mph

asis

on

acad

emic

s to

the

excl

usio

n of

LIF

E SK

ILLS

, inc

ludi

ng p

erso

nal e

ffec

tiven

ess,

lead

ersh

ip, g

oal s

ettin

g,

com

mun

icat

ion.

Life

Ski

lls a

re th

e co

nnec

tion

betw

een

know

ing

and

appl

ying

.Px

Cen

t.

113

Wou

ld li

ke to

see

life

ski

lls b

eing

taug

ht th

roug

h ou

t the

edu

catio

n ex

peri

ence

. Nee

d w

ork-

base

d le

arni

ng –

pra

ctic

al a

nd r

elev

ant.

Px C

ent.

114

AZ

Coun

ts c

onve

rsat

ion:

exp

ectin

g ki

ds to

und

erst

and

year

2 A

lgeb

ra e

xpon

entia

l fun

ctio

ns b

ut n

ot s

how

ing

the

appl

icat

ion

to c

redi

t car

ds

and

pers

onal

fina

nce.

WA

VE

115

Don

’t s

ee a

nyth

ing

on h

ere

that

we

WO

ULD

N’T

em

brac

e. A

s an

edu

cato

r, w

e te

ll ou

r ki

ds w

hat t

o ex

pect

. “Yo

u ar

e EX

PECT

ED to

ask

qu

estio

ns.”

Som

etim

es o

ur la

ngua

ge g

ets

abov

e th

em. “

It w

ill s

how

me

you

are

a go

od e

mpl

oyee

if y

ou a

sk q

uest

ions

.”W

AVE

116

Empl

oyer

nee

ds to

take

cha

rge.

The

sch

ool s

yste

m n

eeds

set

req

uire

men

ts.

WA

VE11

7Le

gal s

yste

m c

reat

es h

avoc

with

sch

ools

set

ting

cert

ain

polic

ies

– no

t sim

ple.

WA

VE11

8M

ust b

e lo

oked

at f

rom

an

indu

stry

sta

ndar

d. E

ach

skill

is g

oing

to n

eed

to b

e sp

ecifi

c to

an

indu

stry

and

req

uire

s as

sess

men

t.W

AVE

119

Mat

h is

a li

fe s

kill

yet t

each

ers

in e

lem

enta

ry s

choo

l don

’t n

eces

sari

ly h

ave

this

.W

AVE

120

We

need

to s

toke

up

prid

e in

the

skill

s (a

ll ty

pes

of jo

bs) t

hat w

e ar

e te

achi

ng.

Wes

tMEC

121

Are

thes

e no

t Com

mon

Cor

e St

anda

rds?

The

cla

ssro

om s

houl

d no

t jus

t be

abou

t aca

dem

ic s

kills

. We

wou

ld b

e be

tter

off

if th

ese

wer

e pa

rt o

f th

e le

arni

ng in

EVE

RY c

lass

room

, not

just

CTE

. W

estM

EC

122

This

con

cern

s Ca

reer

-Rea

dine

ss.

Wes

tMEC

123

Ari

zona

lose

s 1

out o

f 3 k

ids

befo

re H

.S.,

so s

houl

d th

is b

e in

fuse

d in

to th

e sy

stem

ear

lier?

Loo

k at

the

mid

dle

scho

ol g

ap. T

he p

rese

nt d

ay

dich

otom

y be

twee

n CT

E an

d ac

adem

ics

need

s to

be

deal

t with

. We

need

to a

sk, w

hat d

o w

e ne

ed to

do

to p

rovi

de E

VERY

chi

ld w

ith a

goo

d ed

ucat

ion?

Thi

s se

ems

to m

ake

sens

e to

eve

ryon

e no

w in

a ti

me

of e

cono

mic

adv

ersi

ty –

why

not

all

the

time?

Wes

tMEC

124

If w

e ca

n do

cum

ent a

nd m

easu

re th

ese

skill

s, th

en e

mpl

oyer

s w

ill fl

ock

to A

Z, N

OT

just

for

CTE

stud

ents

. W

estM

EC12

5Ex

ampl

e, a

sch

ool t

hat i

dent

ified

5 o

f the

se s

kills

and

mad

e th

em 2

0% o

f gra

de fo

r ev

ery

stud

ent –

suc

h as

com

mun

icat

ion,

team

wor

k, q

ualit

y of

wor

k…W

estM

EC

126

How

do

thes

e sk

ills

get a

pplie

d? P

robl

em –

Peo

ple

hire

d w

ithou

t ski

lls a

nd p

eopl

e w

ho d

on’t

car

e to

get

them

. Nee

d –

Empl

oyer

s w

ho p

ay

mor

e at

tent

ion

to s

kills

at t

he ti

me

of h

ire.

W

estM

EC

127

Empl

oyer

edu

catio

n. M

anag

ers

need

to p

rovi

de tr

aini

ng o

ver

time

as w

ell.

Wes

tMEC

128

Thes

e sk

ills

shou

ld s

et th

e ba

r in

wor

kpla

ce e

ntry

. Tea

cher

s ne

ed to

col

labo

rate

and

dev

elop

TH

EIR

wor

k to

geth

er –

mod

el th

e ex

pect

atio

n.

Wes

tMEC

129

Wha

t is

the

new

bar

? Th

is p

roce

ss is

det

erm

inin

g th

is fo

r A

rizo

na n

ow. W

ill th

ese

skill

s en

dure

ove

r tim

e? Is

it a

TO

OL

(soc

ial n

etw

orki

ng) o

r a

SKIL

L?W

estM

EC

130

Skill

s U

SA in

clud

es m

any

of th

ese

skill

s in

thei

r PD

pro

gram

, ex.

pra

ctic

e in

terv

iew

s.

Wes

tMEC

131

At t

his

colle

ge w

e’ve

cha

nge

the

curr

icul

um in

the

past

2 y

ears

to A

PPLI

CATI

ON

. We

use

real

wor

ld p

robl

ems,

exa

mpl

es: v

irtu

al fo

otba

ll te

am,

stor

y pr

oble

ms

(com

puta

tiona

l thi

nkin

g, p

robl

em s

olvi

ng, c

ritic

al th

inki

ng).

We

need

to g

et th

roug

h el

itism

to c

hang

e ho

w w

e ap

proa

ch

quan

titat

ive

skill

s.

YUM

A

132

Ther

e’s

liter

atur

e on

pro

blem

s w

ith fe

mal

es w

ith m

ath

and

fear

of m

ath

in g

ener

al. W

e ne

ed to

sta

rt S

TEM

at g

roun

d le

vel.

Mat

h el

itism

ne

eds

to b

e di

spel

led.

YUM

A

133

Big

emph

asis

in s

choo

l rea

dine

ss (e

arly

chi

ldho

od c

onfe

renc

e) is

STE

M. T

each

ers

in e

arly

edu

catio

n do

n’t k

now

mat

h vo

cabu

lary

. The

focu

s ha

s be

en r

ote

reco

gniti

on fo

r le

tter

s an

d nu

mbe

rs. “

Kids

can

’t th

ink

if w

e ca

n’t t

hink

wel

l eno

ugh

to te

ach

them

.”YU

MA

134

We

wan

t out

com

es b

ut n

eed

to h

ave

peop

le tr

aine

d to

gui

de u

s to

thos

e ou

tcom

es.

YUM

A13

5RE

LEVA

NCY

is s

till m

issi

ng in

the

clas

sroo

m. T

heor

y ne

eds

to b

e m

arri

ed to

exp

erie

nce.

YUM

A13

6M

y ex

peri

ence

– d

rille

d re

petit

ivel

y –

but w

hen

did

we

USE

the

stuf

f?YU

MA

137

[Mag

gie

re: M

acD

uff]

He

is m

ovin

g fr

om r

epet

ition

to u

tiliz

ing

conc

eptu

al r

elat

ions

hips

to le

arn

mat

h. W

e ne

ed to

be

look

ing

at C

TE a

s a

vehi

cle

for

appl

ied

mat

h.YU

MA

138

“Hig

her

mat

h =

life

and

deat

h de

cisi

ons

in s

hop.

”YU

MA

Stat

emen

tG

roup

Oth

er1

Pare

ntin

g is

at i

ssue

.CA

VIT

2Th

e id

ea o

f man

agin

g W

AST

E of

any

kin

d is

ess

entia

l – r

esou

rce

man

agem

ent.

CAVI

T3

“Sus

tain

abili

ty”

is a

way

of t

hink

ing.

CAVI

T4

Wha

t are

som

e CO

RE c

once

pts

that

feed

oth

ers?

CAVI

T5

Do

entr

y le

vel e

mpl

oyee

s kn

ow H

OW

to a

sk?

CAVI

T6

Stat

istic

s sh

ow th

at 8

3% o

f em

ploy

ees

are

look

ing

for

a ne

w jo

b.CA

VIT

7“I

t’s

not t

he g

rass

. Jus

t wat

er y

our

OW

N g

rass

.”CA

VIT

8Is

ther

e an

ele

men

t of b

ehav

iora

l int

ervi

ewin

g in

thes

e pr

ogra

ms?

CAVI

T9

“Mea

sure

twic

e, c

ut o

nce”

ada

ge is

unk

now

n.CA

VIT

10M

atth

ew C

raw

ford

’s b

ook

Shop

Cla

ss a

s So

ulcr

aft

CAVI

T11

Even

thou

gh it

’s d

iffic

ult,

it’s

ess

entia

l tha

t we

mov

e fo

rwar

d.CA

VIT

12H

irin

g: M

ay p

rese

nt w

ell b

ut d

oes

not p

osse

ss th

e sk

ills

(goo

d “c

amo”

)Co

mbi

ned

13H

ard

skill

s: B

asic

com

pute

r sk

ills,

tech

nica

l ski

lls fo

r th

e jo

b, fo

unda

tiona

l ski

lls (a

pplie

d m

ath,

rea

ding

, loc

atin

g?)

Com

bine

d14

Soci

al is

sues

Com

bine

d15

Acc

urac

yCo

mbi

ned

16W

orkp

lace

rea

dine

ssCo

mbi

ned

17Co

mm

unic

atio

n: o

ld s

tyle

– r

eadi

ng, w

ritin

g, s

peak

ing,

list

enin

gCo

mbi

ned

18Th

rille

d th

at y

ou a

re d

oing

this

. For

yea

rs I

have

hea

rd e

mpl

oyer

s sa

ying

wha

t the

y ne

eded

– a

nd o

nly

now

feel

that

edu

catio

n is

list

enin

g an

d m

ay g

et th

e jo

b do

ne.

Com

bine

d

19Th

is s

ettin

g, o

ut o

f the

silo

, is

grea

t. I’

d go

into

a h

igh

scho

ol a

nd s

hare

wha

t I k

now

. Let

me

help

out

.Co

mbi

ned

20H

ave

you

look

ed a

t the

SCA

NS

stud

y? [Y

es, w

orki

ng w

ith E

DC

and

did

exte

nsiv

e re

sear

ch]

CTD

21M

uch

of w

hat i

s in

SCA

NS

is s

till b

asic

toda

y.CT

D22

We

need

Initi

ativ

e, C

reat

ive

Thin

kers

, Que

stio

n A

sker

s. T

hey’

re u

sed

to T

9ing

, hav

ing

wor

ds c

ompl

eted

for

them

. At o

ur c

ompa

ny, w

e A

NTI

CIPA

TE th

em m

ovin

g be

twee

n jo

bs –

diff

eren

t tha

n w

hat w

e EX

PECT

to s

ee in

old

er g

ens.

Diff

eren

t con

side

ratio

ns fo

r di

ffer

ent

gene

ratio

ns. O

ne o

f our

pro

blem

s, k

ids

are

too

youn

g to

ren

t a c

ar! (

unde

r 25

)

CTD

23W

hat i

s th

e co

st/h

ire?

CTD

24In

Def

ense

, $60

00CT

D25

In H

ealth

care

we

use

recr

uite

rs a

nd th

e fe

e is

$35

K or

20-

30%

of c

ompe

nsat

ion

for

a ye

ar.

CTD

26In

Eng

inee

ring

we

paid

40%

. The

se a

re im

port

ant c

onsi

dera

tions

for

prof

itabi

lity.

CTD

27Ef

fect

on

bott

om li

ne. E

xam

ple,

giv

ing

away

sub

s on

the

job

as c

omm

unity

ser

vice

.CV

IT28

We

are

deal

ing

with

the

loss

of m

illio

ns o

f $$

at C

ount

y.CV

IT29

Kids

hav

e sm

art p

hone

s.CV

IT30

This

is fi

ne, b

ut o

nly

11 k

ids

wer

e ab

le to

get

a jo

b…?!

CVIT

31W

e’ve

mor

e th

an d

oubl

ed o

ur p

opul

atio

n in

Pin

al C

ount

y in

10

year

s. In

fras

truc

ture

pro

blem

s be

caus

e of

it. H

ave

ethi

cs is

sues

our

selv

es.

CVIT

325

thin

gs a

com

pany

look

s fo

r to

rel

ocat

e: w

orkf

orce

, ava

ilabl

e la

nd, i

nfra

stru

ctur

e, ta

x st

ruct

ure,

mar

ket.

CVIT

33H

ighl

y ed

ucat

ed fo

lks

don’

t way

to w

ork

in th

e m

ines

or

plow

land

for

cott

on. 6

0% in

Pin

al C

ount

y liv

e he

re a

nd w

ork

else

whe

re.

CVIT

OTH

ER

34Sa

n Ta

n ha

s 81

,000

peo

ple

and

is u

ninc

orpo

rate

d, a

bed

room

com

mun

ity to

Pho

enix

. Joh

nson

Util

ities

is n

ow m

anag

ing

sew

er a

nd w

ater

.CV

IT35

Bigg

est g

radu

atio

n fo

r m

any

is 8

th g

rade

.CV

IT36

In G

ila o

ur c

urre

nt g

radu

atio

n ra

te is

und

er 7

0% w

ith m

any

5th y

ear

grad

uate

s.CV

IT

37A

Z is

kno

wn

for

hosp

italit

y, g

olf c

ours

es, h

ospi

tals

, min

ing

– do

n’t n

eed

a m

aste

rs.

CVIT

38W

hen

I gra

duat

ed in

HS

from

CTE

, we

rece

ived

the

cert

ifica

te, t

rans

crip

t, a

war

ds, l

eade

rshi

p ac

hiev

emen

ts a

nd a

leat

her

bind

er fo

rm th

e st

ate

– ev

iden

ce o

f wha

t was

lear

ned

on p

rogr

am c

ompl

etio

n.CV

IT

39Is

it e

thic

s or

just

STA

ND

ARD

S?EV

IT40

Tech

nica

l Ski

lls A

sses

smen

ts a

re m

anda

ted

by F

eder

al la

w.

EVIT

41M

esa

is o

ne o

f the

ori

gina

l wor

kfor

ce e

duca

tion

loca

tions

in th

e U

S. “

The

seed

for

chan

ge in

edu

catio

n co

uld

com

e ou

t of M

esa,

AZ.

” EV

IT

star

ted

in g

eorg

e Sm

ith’s

sch

ool,

Mes

a Ce

ntra

l as

a vo

catio

nal e

duca

tion

prog

ram

.EV

IT

42W

ant t

o sh

are

surv

eys

with

our

adv

isor

y co

mm

ittee

s.EV

IT43

Tech

nolo

gy is

a T

OO

L.EV

IT44

If yo

u ne

ed to

say

som

ethi

ng n

egat

ive,

say

it –

som

ethi

ng p

ositi

ve?

WRI

TE IT

.EV

IT45

Wor

k et

hic

is n

ot a

ddre

ssed

on

the

AIM

S te

st.

EVIT

46W

e do

n’t k

now

how

a s

tude

nt w

ill r

eact

unt

il te

sted

.EV

IT47

“Is

this

gen

erat

iona

l?” ►

“W

ell,

I did

it 4

0 ye

ars

ago…

” (L

augh

ter)

NA

VIT

48Te

achi

ng s

kills

– “

Yes,

I kn

ow h

ow to

lay

a bl

ock.

” ►

Wel

l, 4

bloc

ks a

n ho

ur is

NO

T pr

ofic

ienc

y!N

AVI

T

49Ba

nkin

g –

com

mun

icat

ion

and

tech

nica

lN

AVI

T50

Ask

ed m

y ac

coun

tant

wha

t wou

ld b

e an

impo

rtan

t ski

lls –

10

key

blin

d.N

AVI

T51

[Som

e] s

tude

nts

in o

ur s

choo

l are

mor

e di

rect

ed to

war

d re

petit

ive

(cra

ftsm

an) t

ype

jobs

. Oth

ers

not s

o m

uch.

NA

VIT

52So

me

peop

le d

on’t

wan

t to

lear

n ne

w th

ings

or

adva

nce

– sa

me

issu

e.N

AVI

T53

Exam

ple,

sch

ool i

s be

ing

used

as

a re

plac

emen

t for

an

abse

nce

of s

kills

. Can

’t fi

nd a

job?

Go

back

to s

choo

l!N

AVI

T54

Thes

e sk

ills

are

mor

e im

port

ant t

han

tech

nica

l ski

lls. (

YES!

!!!!

!!!!

!!)

NA

VIT

55W

ould

like

a h

eart

sur

geon

to b

e at

leas

t 90%

tech

nica

lly s

kille

d!N

AVI

T56

Nat

ionw

ide,

the

aver

age

age

of a

min

er is

53

in a

ll re

late

d jo

bs, j

obs

not t

rans

ferr

able

ove

rsea

s.N

AVI

T57

List

of 1

5 th

ings

you

can

do

to lo

se y

our

job.

#11

is “

Do

your

job”

PCJT

ED58

WO

RK is

cul

tura

lly im

port

ant i

n th

e U

S, p

erha

ps m

ore

than

oth

er c

ount

ries

.PC

JTED

59O

ne id

ea b

eget

s an

othe

r.PC

JTED

60N

eed

to fi

gure

out

wha

t it i

s th

at s

tude

nts

KNO

W.

PCJT

ED61

Wha

t is

an e

xper

t? C

an y

ou d

emon

stra

te y

our

expe

rtis

e?PC

JTED

62Li

felo

ng L

earn

ing

– ki

ds a

re a

lrea

dy d

oing

this

.PC

JTED

63Pe

ople

don

’t k

now

how

to le

ad. P

eopl

e ne

ed to

be

taug

ht m

ento

ring

– a

ccou

ntab

ility

, exp

ecta

tion

sett

ing.

Thi

s fa

lls o

n th

e em

ploy

er fi

rst.

Px C

ent.

64In

edu

catio

n th

ere’

s an

ove

rem

phas

is o

n ac

adem

ics

to th

e ex

clus

ion

of L

IFE

SKIL

LS, i

nclu

ding

per

sona

l eff

ectiv

enes

s, le

ader

ship

, goa

l set

ting,

co

mm

unic

atio

n. L

ife S

kills

are

the

conn

ectio

n be

twee

n kn

owin

g an

d ap

plyi

ng.

Px C

ent.

65W

ould

like

to s

ee li

fe s

kills

bei

ng ta

ught

thro

ugh

out t

he e

duca

tion

expe

rien

ce. N

eed

wor

k-ba

sed

lear

ning

– p

ract

ical

and

rel

evan

t.Px

Cen

t.

66Ex

ampl

e, w

ith r

efug

ee p

lace

men

t we

have

a ti

me-

fram

e ch

alle

nge.

The

eco

nom

y ha

s fo

rced

us

to c

hang

e ho

w w

e do

thin

gs o

vern

ight

. We

have

to m

ake

our

clie

nts

self-

suff

icie

nt in

4 m

onth

s (a

fter

30

year

s in

a r

efug

ee c

amp)

. 70%

do

not s

peak

Eng

lish.

Cul

tura

l com

pete

ncy

unde

r st

ress

ful c

ondi

tions

(Int

ervi

ewin

g, la

ngua

ge, h

ow o

ne e

xpre

sses

one

self

– ev

en ta

lkin

g ab

out o

nese

lf m

ay b

e di

ffic

ult b

ecau

se o

f cul

tura

l ba

ckgr

ound

). Co

mpl

ex c

omm

unic

atio

n an

d de

cisi

on m

akin

g, p

robl

em s

olvi

ng is

nee

ded.

Px C

ent.

67W

e ne

ed th

em to

und

erst

and

the

foun

datio

nal s

tart

ing

plac

e of

a p

ositi

on a

nd b

e ab

le to

go

from

ther

e.Px

Cen

t.68

Hon

eyw

ell w

as o

ne o

f the

big

gest

em

ploy

ers

man

y ye

ars

ago.

The

y sh

ippe

d jo

bs o

vers

eas.

You

ng p

eopl

e sa

w w

hat h

appe

ned

to th

eir

pare

nts

and

said

, “W

hy s

houl

d i c

ome

to y

our

indu

stry

?” A

fter

911

, my

com

pany

wen

t fro

m 3

5 to

12

empl

oyee

s. P

eopl

e ar

e av

oidi

ng m

achi

ning

be

caus

e of

the

ups

and

dow

ns.

Px C

ent.

69W

e ar

e m

ovin

g to

a w

elln

ess

mod

el. I

t’s

the

resp

onsi

ble

thin

g to

do.

Exa

mpl

e, a

dvis

ory

boar

d –

are

we

prod

ucin

g a

prod

uct t

hat w

orks

for

the

futu

re m

arke

t? O

ur c

urri

culu

m is

hin

ged

and

chan

ged

base

d on

this

. Com

mun

ity s

ervi

ce (C

S) is

ess

entia

l in

our

lear

ning

pro

cess

(dea

ls w

ith

entit

lem

ent)

. CS

incl

udes

tuto

ring

, cle

anin

g/sc

rubb

ing,

mas

sage

– b

ased

on

indi

vidu

al s

tren

gths

. Exa

mpl

e, g

ood

com

mun

icat

ors

coac

h. G

ivin

g ba

ck th

roug

h CS

has

val

ue fo

r st

uden

t aft

er g

radu

atio

n fr

om th

eir

feed

back

to u

s.

Px C

ent.

70Fr

eepo

rt-M

cMor

an h

as c

ompr

ehen

sive

vol

unte

er s

ervi

ce g

loba

lly (s

ea tu

rtle

s in

Indo

nesi

a, R

ed C

ross

, hom

eles

s sh

elte

rs…

)Px

Cen

t.71

Nee

d to

be

care

ful n

ot to

sin

gle

out p

eopl

eW

AVE

72Sk

ills

are

not “

silo

-ed.

” Th

ey r

elat

e to

eac

h ot

her,

ex.

col

labo

rativ

e pr

oble

m s

olvi

ng. T

here

ARE

bas

ic s

kills

we

shou

ld e

xpec

t, a

nee

ded

foun

datio

n.

Wes

tMEC

73Pe

ople

get

fire

d fo

r N

OT

havi

ng th

ese

skill

s, n

ot s

o m

uch

the

tech

nica

l ski

lls. G

reat

list

in s

ettin

g th

e ba

r fo

r en

try

leve

l hir

es –

the

co. w

ill g

row

m

ore

quic

kly.

W

estM

EC

74W

e do

n’t h

ave

a ch

alle

nge

with

ent

ry le

vel b

ut s

impl

y fin

ding

ski

lled

labo

r an

d re

tain

ing

it. [I

s th

is a

cha

ngin

g in

dust

ry r

equi

ring

diff

eren

t set

s of

ski

lls?]

Yes

, we

spen

t 5 m

onth

s lo

okin

g fo

r an

onl

ine

cont

ent m

anag

er.

YUM

A

75In

pub

licly

fund

ed p

rogr

ams,

peo

ple

who

are

taki

ng o

n th

e w

ork

of o

ther

s as

wel

l as

them

selv

es –

ther

e is

a lo

t of b

urno

ut –

wha

t’s

the

answ

er?

YUM

A

76CT

E pe

ople

mor

e pe

rsis

tent

and

goa

l ori

ente

d.YU

MA

77A

ppre

ciat

e th

e op

port

unity

to s

hare

our

thou

ghts

with

you

. Doe

sn’t

hap

pen

ofte

n –

espe

cial

ly w

ith s

uch

a di

vers

e in

dust

ry g

roup

.YU

MA

78Ca

roly

n as

ked

– ho

w d

o w

e de

scri

be th

ese

skill

s w

e ar

e lo

okin

g at

? Re

spon

ses:

Job

Read

ines

s, B

asic

Ski

lls, H

igh

Perf

orm

ance

Ski

llsYU

MA

Compiled by Melanie Ohm, ASU Workforce Education & Development Office, 12/28/2010 Page 1

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